UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

City of Iriga

GRADUATE STUDIES
Chapter 1 AND RESEARCH

THE PROBLEM

Introduction

Technical and Vocational Education (TVE) plays a critical role in preparing

individuals for the workforce by providing them with practical skills and

knowledge that are essential in various industries. As industries continue to

evolve and become more technologically advanced, the demand for skilled

workers with specific technical competencies is on the rise. TVE programs not

only equip individuals with the skills needed for immediate employment but also

provide them with a solid foundation for lifelong learning and career

advancement. Recognizing the importance of TVE in addressing the skills gap

and promoting economic growth, many countries have integrated TVE into their

education systems. However, there is a need to continually assess and improve

the effectiveness of TVE programs to ensure that they meet the needs of both

students and industries in an ever-changing global economy.

In the global context, Technical and Vocational Education (TVE) is

increasingly recognized as vital for preparing students for the workforce. This

aligns with the United Nations Sustainable Development Goal 4, which

emphasizes inclusive and quality education for all. TVE plays a crucial role in

achieving this goal by equipping students with practical skills and knowledge

necessary for employment across various industries. In today's rapidly evolving

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
job market, there is a growing demand for workers with
AND
technical
RESEARCH
skills, and TVE

programs are seen as a key strategy for addressing this demand.

On a national level, the Philippines has integrated TVE into its K-12 Basic

Education Program to better prepare students for the demands of the job market.

The Enhanced Basic Education Act of 2013 (Republic Act 10533) mandates the

inclusion of TVE in the curriculum to address the needs of the economy.

However, there is a recognized need to enhance the effectiveness of TVE

programs to ensure that students are adequately prepared for their future

careers. This includes not only providing students with technical skills but also

fostering a strong understanding of career options and pathways available to

them.

In the local context of Ligao City, Albay, where this study will be

conducted, there is a noticeable gap between the skills demanded by employers

and the skills possessed by graduates. The Ligao City National Technical

Vocational High School (LCNTVHS) aims to address this gap by offering TVE

programs to its students. Understanding the effectiveness of TVE exploratory

modules at LCNTVHS can provide valuable insights for improving TVE programs

in the local context. By identifying areas where students may need additional

support or resources, the school can better tailor its TVE programs to meet the

needs of its students and the local job market.

LCNTVHS, as a technical vocational high school, aims to equip its

students with the practical skills and knowledge necessary for employment or
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
further education in technical fields. The school offersAND
TVERESEARCH
exploratory modules

to Grade 7 students to expose them to various technical skills and career

pathways. However, there is a need to assess the effectiveness of these

modules in achieving their objectives and preparing students for future careers.

By evaluating the impact of these modules on students' practical skills

development and career awareness, the school can identify areas for

improvement and make informed decisions about the future direction of its TVE

programs.

The study is guided by legal bases provided by the Department of

Education (DepEd) through its policies and guidelines on TVE. These include

DepEd Order No. 48, s. 2012, which provides guidelines on the implementation

of TVE in the K-12 curriculum,1 and DepEd Order No. 46, s. 2015, which outlines

the curriculum for Grades 7 to 10, including TVE subjects. These legal bases

underscore the importance of TVE in the curriculum and provide the framework

for the implementation of TVE programs in schools. By aligning the study with

these legal bases, the researchers ensure that their findings are relevant and

applicable to the current educational landscape.2

The felt need for this study arises from the desire to improve the

effectiveness of TVE programs at LCNTVHS and ensure that students are

adequately prepared for the workforce. By understanding the impact of TVE

exploratory modules on practical skills development and career awareness

among Grade 7 students, the school can make informed decisions about
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
curriculum development and resource allocation toAND
enhance
RESEARCH
the quality of

education provided to its students. The study aims to fill a crucial gap in the

existing literature by providing empirical evidence on the effectiveness of TVE

exploratory modules, particularly in the context of Grade 7 students.

Theoretical Framework

Technical and Vocational Education (TVE) is essential in preparing

students for the demands of the modern workforce. It provides students with

practical skills and knowledge that are directly applicable to various industries. To

enhance the effectiveness of TVE programs, it is crucial to understand the

theoretical foundations that underpin learning in this field. Three key theoretical

frameworks that are particularly relevant to TVE are Social Cognitive Theory,

Experiential Learning Theory, and Constructivism. These theories offer valuable

insights into how students learn practical skills and develop career awareness in

TVE settings.

Social Cognitive Theory (Bandura, 1986) emphasizes the role of

observation and modeling in learning. It suggests that students can acquire

practical skills and career awareness by observing and imitating the behaviors of

skilled workers and professionals in technical fields. TVE exploratory modules

can provide students with opportunities to observe demonstrations, participate in

hands-on activities, and interact with industry professionals, facilitating

observational learning. 3
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
Experiential Learning Theory (Kolb, 1984) posits
AND
thatRESEARCH
learning is a cyclical

process that involves concrete experience, reflective observation, abstract

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
AND RESEARCH

Development of Metacognitive
strategies

Constructivism
Social Cognitive Theory (Vygotsky, 1978)
(Bandura, 1986)

Theory of Experiential
Experiential Learning Skill Development and
Theory (Kolb, 1984)
Career Awareness”
(TESDCA)

Figure 1. Theoretical Paradigm

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
conceptualization, and active experimentation. TVE AND
exploratory
RESEARCHmodules can

engage students in hands-on activities, providing them with concrete experiences

in various technical skills and career pathways. Through reflection on these

experiences, students can gain new insights and develop a deeper

understanding of practical applications.4

Constructivism (Vygotsky, 1978) is based on the idea that learning is an

active process of constructing knowledge based on experiences and interactions.

In the context of TVE, Constructivism suggests that students can acquire

practical skills and career awareness by actively engaging with the material and

making connections to their existing knowledge and experiences. Educators can

design TVE modules to build on students' prior knowledge, creating meaningful

learning experiences that promote skill development and career awareness.5

These three theories are interconnected and complement each other in

the context of TVE. Social Cognitive Theory emphasizes the importance of

observational learning, which is facilitated by the hands-on activities and

interactions with industry professionals in TVE exploratory modules. Experiential

Learning Theory highlights the significance of reflective observation, which is

central to Constructivism as well. Constructivism emphasizes the active

construction of knowledge, which is supported by the experiential learning

activities in TVE modules. Together, these theories provide a comprehensive

framework for understanding how students learn practical skills and develop
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
career awareness in TVE settings, guiding the design
ANDand
RESEARCH
implementation of

effective TVE programs.

The researcher's theory for this study is a synthesis of Social Cognitive

Theory, Experiential Learning Theory, and Constructivism, applied to the context

of Technical and Vocational Education (TVE) exploratory modules for Grade 7

students. This theory posits that students learn practical skills and develop career

awareness in TVE settings through a process of observational learning,

experiential learning, and active construction of knowledge. Observational

learning, as described by Social Cognitive Theory, occurs when students

observe and imitate the behaviors of skilled workers and professionals in

technical fields during TVE exploratory modules. This process allows students to

acquire new skills and knowledge by modeling the actions of others.

Experiential Learning Theory emphasizes the importance of hands-on

experiences and reflection in the learning process. In the context of TVE

exploratory modules, students engage in hands-on activities that provide them

with concrete experiences in various technical skills and career pathways.

Through reflection on these experiences, students can gain new insights and

understanding, enhancing their practical skills and career awareness. This theory

suggests that TVE programs should incorporate experiential learning activities to

promote skill development and career readiness among students.

Constructivism asserts that learning is an active process of constructing

knowledge based on prior experiences and interactions. In TVE settings,

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
Constructivism suggests that students learn best whenAND
theyRESEARCH
are actively engaged

in the material and can make connections to their existing knowledge and

experiences. TVE exploratory modules can be designed to build on students'

prior knowledge and provide them with opportunities to actively engage with the

material, creating meaningful learning experiences that promote skill

development and career awareness. This theory supports the idea that TVE

programs should be student-centered and hands-on, allowing students to actively

construct their knowledge and skills.

The researcher’s theory is “The Theory of Experiential Skill Development

and Career Awareness” (TESDCA). This integrates Social Cognitive Theory,

Experiential Learning Theory, and Constructivism to elucidate the learning

processes within Technical and Vocational Education (TVE) exploratory modules

for Grade 7 students. TESDCA posits that students acquire practical skills and

cultivate career awareness through observational learning, experiential learning,

and the active construction of knowledge. Drawing from Social Cognitive Theory,

TESDCA asserts that students emulate and internalize the behaviors of skilled

professionals during TVE modules, enhancing their skill acquisition and career

understanding.

Furthermore, TESDCA, based on Experiential Learning Theory,

underscores the significance of hands-on experiences and reflection in the

learning journey. In the context of TVE exploratory modules, students engage in

practical activities that offer tangible experiences in various technical skills and
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
career paths. Through reflection, students derive insights
AND RESEARCH
and deepen their

understanding, fostering the development of practical skills and career

awareness. This theory advocates for the inclusion of experiential learning

activities in TVE programs to bolster students' skill sets and prepare them for

future careers effectively.

Additionally, TESDCA, aligned with Constructivism, asserts that learning is

an active process where students construct knowledge based on their prior

experiences and interactions. In TVE environments, Constructivism suggests that

students learn best when they actively participate in learning activities and can

relate new information to their existing knowledge. By tailoring TVE exploratory

modules to build on students' prior knowledge and engage them actively,

educators can create enriching learning experiences that promote skill

development and career readiness.

The researcher's theory for this study is that students learn practical skills and

develop career awareness in TVE settings through a combination of

observational learning, experiential learning, and active construction of

knowledge. By incorporating elements of Social Cognitive Theory, Experiential

Learning Theory, and Constructivism into the design of TVE exploratory

modules, educators can create engaging and effective learning experiences that

prepare students for success in technical fields.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
Conceptual Framework AND RESEARCH

Technical and Vocational Education (TVE) is a crucial component of the

education system, aiming to equip students with practical skills and career

awareness. The conceptual framework for this study is guided by the Input-

Process-Output (IPO) model, focusing on three key questions: 1) the

performance level of Grade 7 students in TVE - Agricultural Crop Production

using the Exploratory Modules, 2) the development of innovative learning

materials to enhance Grade 7 students' performance in TVE - Agricultural Crop

Production and 3) the result of the curricular validation of the learning materials

using the Learning Resource Management and Development System (LRMDS)

tool.

Input. In the input stage, data will be collected through various methods

such as surveys, pre-tests, and post-tests to assess the performance level of

Grade 7 students in TVE - Agricultural Crop Production using the Exploratory

Modules. These data collection tools will provide insights into students' current

skill levels, competencies, and areas needing improvement. Additionally, data will

be gathered to identify the least mastered competencies in TVE among Grade 7

students. This input is crucial for understanding the baseline performance of

students and for identifying specific areas where intervention is needed to

enhance their learning experience.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
AND RESEARCH

INPUT PROCE OUTPU

1. What is the
performance level of Data-gathering
the grade 7 students procedures, analysis
in TVE using the and interpretation of
Exploratory data
Modules?
2. What innovative
learning material
can be developed to Preparation of
enhance the innovative learning
performance of the materials in TVE 7-
Grade 7 students in Agricultural Crop Innovative
TVE exploratory Production
course? Learning
3. What is the result of Material in
the curricular TVE 7-
validation of the Validation of the Agricultural
learning material as innovative learning
assessed using the Crop
materials
LRMDS tool? Production

FEEDB
Figure 2. Conceptual Paradigm
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
AND RESEARCH

Process. The process stage involves analyzing and interpreting the data

collected in the input stage. This analysis will include examining survey results,

test scores, and feedback to determine students' performance levels and areas

needing improvement. Based on this analysis, the study will proceed with the

development of innovative learning materials in TVE 7. These materials will be

designed to address the identified needs and competencies, with the aim of

enhancing Grade 7 students' performance in TVE exploratory courses. The

development process will involve collaboration between educators, curriculum

developers, and TVE experts to ensure that the materials are effective and

aligned with the curriculum objectives.

Output. The output stage of the conceptual framework is the development

of the Innovative Learning Material in TVE 7. This output is the culmination of the

study's findings and aims to improve students' practical skills and career

awareness in TVE. The learning materials will be tailored to the specific needs of

Grade 7 students and will be designed to enhance their overall performance in

TVE exploratory courses. The output will be a set of innovative and engaging

learning materials that can be used by educators to supplement existing TVE

curricula and enhance students' learning experience.

Feedback. The feedback stage of the conceptual framework involves validating

the innovative learning materials developed in the output stage. This will be done

using the LRMDS tool, which will assess the effectiveness and suitability of the
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
materials. Feedback from this validation process willAND
provide
RESEARCH
valuable insights

into the impact of the learning materials on students' performance and will inform

future revisions and improvements to the TVE program. The feedback loop will

ensure that the TVE program remains dynamic and responsive to the changing

needs of students and the industry.

Statement of the Problem

This study aims to address the gaps in TVE by evaluating the

performance level of Grade 7 students in TVE using the Exploratory Modules,

developing innovative learning materials to enhance student performance, and

validating these materials to improve the overall quality of TVE programs.

Specifically, this will seek answer to the following sub-problems:

1. What is the performance level of the grade 7 students in TVE -

Agricultural Crop Production using the Exploratory Modules?

2. What innovative learning material can be developed to enhance the

performance of the Grade 7 students in TVE - Agricultural Crop Production

exploratory course?

3. What is the result of the curricular validation of the learning material

as assessed using the LRMDS tool?

Assumptions

This study rests on the following assumptions:

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
1. For the assessment of the performance level
ANDofRESEARCH
Grade 7 students in

TVE - Agricultural Crop Production using the Exploratory Modules, it is assumed

that the modules are being implemented as intended and that students have had

sufficient exposure to the content covered in these modules.

2. When developing innovative learning materials to enhance the

performance of Grade 7 students in TVE - Agricultural Crop Production

exploratory courses, it is assumed that the materials will be tailored to the

specific needs and learning styles of Grade 7 students. It is also assumed that

the new materials will be feasible to implement within the existing TVE

curriculum.

3. In assessing the result of the curricular validation of the learning

material using the LRMDS tool, it is assumed that the tool is a valid and reliable

measure of curriculum effectiveness. It is also assumed that any feedback

obtained from the validation process will be used to make necessary revisions to

the learning materials.

Scope and Delimitation of the Study

This study is designed to comprehensively assess the performance level

of Grade 7 students in Technical and Vocational Education (TVE) - Agricultural

Crop Production exploratory course using the Exploratory Modules. The study

will be conducted in a specific school or schools within a particular area, focusing

solely on Grade 7 students enrolled in TVE. The assessment of performance

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
levels and the development of learning materials willAND
be tailored
RESEARCHto the specific

needs and learning objectives of Grade 7 students in TVE exploratory course.

The study will also validate the effectiveness of the developed learning materials

using the Learning Resource Management and Development System (LRMDS)

tool.

This study is delimited to Grade 7 students enrolled in TVE - Agricultural

Crop Production exploratory course and may not be generalizable to students in

other grade levels or educational settings. The findings of the study may be

influenced by the specific characteristics and context of the selected school or

schools where the study is conducted. The development of innovative learning

materials is focused on enhancing the performance of Grade 7 students in TVE

and may not be applicable to other educational levels or subjects. The validation

of the learning materials using the LRMDS tool is specific to the context of this

study and may not be applicable in other settings.

Significance of the Study

This study holds significant implications for various stakeholders in the

field of education. The beneficiaries include the following:

Grade 7 Students. The primary beneficiaries of this study are Grade 7

students enrolled in Technical and Vocational Education (TVE) exploratory

course. By assessing the performance level of the Grade 7 students in TVE

using the exploratory modules, developing innovative learning materials,

students will benefit from an enhanced learning experience that focuses on their
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
specific needs and interests. These materials willAND
notRESEARCH
only improve their

performance in TVE but also prepare them for future studies and careers in

technical fields.

Educators. Educators involved in teaching Grade 7 TVE courses will

benefit from this study by gaining insights into effective teaching strategies and

approaches for engaging students in TVE. The findings can help them tailor their

teaching methods to better meet the needs of Grade 7 students and improve the

overall quality of TVE education.

Curriculum Developers. Curriculum developers will benefit from this

study by gaining insights into curriculum design for TVE programs. The findings

can help them develop curriculum materials that are more effective in developing

practical skills and career awareness among Grade 7 students. The innovative

learning materials developed in this study can serve as a model for designing

similar materials for other grade levels and subjects.

School Administrators. School administrators can use the findings of

this study to make informed decisions about the allocation of resources and the

implementation of TVE programs in their schools. The insights gained from this

study can help them improve the quality of TVE education and ensure that

students are adequately prepared for future studies and careers in technical

fields.

Policy Makers. Policy makers will benefit from this study by gaining a

better understanding of the effectiveness of TVE programs in developing

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
practical skills and career awareness among Grade 7 AND
students.
RESEARCH
The findings can

inform the development of policies that support the implementation of TVE

programs and improve the overall quality of education in the country.

Future Research. This study can serve as a foundation for future

research in the field of TVE. Researchers can build upon the findings of this

study to explore other aspects of TVE education and develop innovative

strategies to enhance student learning and engagement. The study can also

inspire further research on the impact of TVE programs on students' academic

and career success.

Definition of Terms

To facilitate understanding of the discussion herein, the following terms

were defined either conceptually or operationally.

Technical and Vocational Education (TVE). TVE refers to educational

programs that emphasize practical skills and knowledge related to specific

trades, occupations, or vocations. It includes hands-on learning experiences and

prepares students for careers in technical fields. In this study, TVE refers to the

curriculum and instructional practices aimed at developing Grade 7 students'

practical skills and career awareness. It includes hands-on activities, projects,

and real-world applications of concepts.

Exploratory Modules. Exploratory Modules are units of study within the

TVE curriculum designed to introduce students to various technical and

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
vocational fields. These modules provide students with
ANDanRESEARCH
overview of different

career options and help them develop a better understanding of their interests

and aptitudes. Exploratory Modules are specific units of study within the TVE

curriculum that introduce Grade 7 students to various technical and vocational

fields. These modules are designed to be engaging and interactive, providing

students with a foundation for future studies and careers in technical fields.

Practical Skills. Practical Skills are the abilities to apply knowledge and

skills to perform specific tasks or activities related to a particular trade or

occupation. These skills are essential for success in technical fields and are

developed through hands-on learning experiences. Practical Skills are assessed

based on Grade 7 students' ability to apply knowledge and skills to perform

specific tasks or activities related to their chosen field. Assessments may include

performance tasks, projects, and simulations that measure students' ability to

apply theoretical concepts in practical settings.

Career Awareness. Career Awareness refers to an understanding of the

various career options available in specific trades or occupations. It includes

knowledge of the skills and qualifications required for different careers and helps

students make informed decisions about their future career paths. Career

Awareness is assessed through Grade 7 students' knowledge of career options

and the skills required for those careers. Assessments may include surveys,

interviews, and career exploration activities that help students identify their

interests and aptitudes.

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(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
AND RESEARCH

Innovative Learning Materials. Innovative Learning Materials are

instructional resources developed using creative approaches to enhance student

learning and engagement. These materials may include multimedia resources,

interactive activities, and real-world applications of concepts. Innovative Learning

Materials are developed based on best practices in curriculum design and are

intended to enhance Grade 7 students' learning and engagement. These

materials may include digital resources, hands-on activities, and real-world

examples that make learning more interactive and relevant.

Learning Resource Management and Development System (LRMDS).

LRMDS is a tool or system used for managing and developing learning

resources, including curriculum materials, assessments, and teaching aids. It

helps educators organize and access resources efficiently and supports

continuous improvement in teaching and learning practices. LRMDS is used in

this study to assess the effectiveness of the developed learning materials and

provide feedback for improvement. It helps educators track student progress,

identify areas for improvement, and make data-driven decisions to enhance

teaching and learning practices.

REVIEW OF RELATED LITERATURE AND STUDIES

Technical and Vocational Education (TVE) is an essential component of

the educational system, offering students practical skills and knowledge crucial

for success in the workforce. Jerald (2017) emphasizes the role of TVE in
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
bridging the gap between education and industry, equipping
AND RESEARCH
students with skills

needed for various technical occupations. TVE programs have been successful

in preparing students for careers in fields such as engineering, healthcare, and

information technology, where practical skills are highly valued. 6

Exploratory Modules within the TVE curriculum are designed to introduce

students to a variety of technical and vocational fields. These modules provide

students with hands-on learning experiences, helping them develop a better

understanding of their interests and abilities (Dunn, 2018). 7 Research has shown

that students who participate in exploratory modules are more likely to pursue

further studies or careers in technical fields, indicating the effectiveness of these

modules in sparking interest and motivation among students (Smyth, 2019). 8

Practical skills are a core component of TVE, enabling students to apply

theoretical knowledge to real-world situations. Chen et al. (2020) found that

students who engage in TVE programs develop a wide range of practical skills,

including problem-solving, critical thinking, and teamwork. These skills are

essential for success in technical fields and are highly valued by employers

seeking candidates with hands-on experience and practical knowledge.9

Career awareness is another critical aspect of TVE, helping students

explore various career options and make informed decisions about their future.

Nelson (2016) highlights the importance of early exposure to different career

paths, as it can significantly impact students' career choices later in life. By

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
providing students with information about different careers
AND and
RESEARCH
the skills required

for these careers, TVE programs can help students make more informed

decisions about their future and choose career paths that align with their interests

and abilities. 10

Innovative learning materials play a crucial role in enhancing the

effectiveness of TVE programs. Johnson & Smith (2018) emphasize the

importance of using innovative teaching materials, such as multimedia resources

and interactive activities, to improve student engagement and learning outcomes.

These materials make learning more interactive and relevant, leading to a more

meaningful learning experience for students and better preparing them for future

studies and careers in technical fields. 11

The literature highlights the importance of TVE in preparing students for

future careers and the role of exploratory modules, practical skills, career

awareness, and innovative learning materials in enhancing the effectiveness of

TVE programs. This study aims to contribute to this body of knowledge by

evaluating the effectiveness of TVE exploratory modules in developing practical

skills and career awareness among Grade 7 students, with a focus on assessing

the performance level of the Grade 7 students in TVE using exploratory modules

and developing innovative learning materials to enhance student performance.

The Benefits of TVET: Why Technical and Vocational Education and

Training is a Smart Choice. Technical and Vocational Education and Training, or

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(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
TVET, is a type of education and training that focusesAND
on providing
RESEARCH students with

practical skills and knowledge for a specific trade or vocation. It is often

considered an alternative to traditional academic routes, such as university or

college, and is designed to prepare students for a specific career or occupation.

The purpose and goals of TVET vary depending on the specific program

and the needs of the local job market. In general, however, the aim of TVET is to

provide students with the skills and knowledge they need to succeed in their

chosen career, and to help address any skills gaps in the job market. This type of

education and training can be an excellent choice for individuals who are looking

for a more hands-on, practical approach to learning, and who want to get started

in a specific career as quickly as possible.

TVET and the Skills Gap. One of the key benefits of TVET is its ability to

help fill the skills gap in the current job market. A skills gap is a mismatch

between the skills that employers need and the skills that job seekers have. This

can result in a lack of qualified candidates for certain jobs, and can lead to

problems for businesses that are unable to find the talent they need to grow and

thrive.

TVET can help address the skills gap by providing students with the

practical, relevant skills and training they need to succeed in specific careers.

Many TVET programs are designed in collaboration with local employers, so they

can be tailored to meet the specific needs of the job market. This ensures that
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
students are learning the skills that are most in demand
ANDand
RESEARCH
that they are well-

prepared to enter the workforce upon graduation.

In addition to providing relevant skills, TVET also offers a more practical,

hands-on approach to learning that can be particularly appealing to some

students. Rather than spending years in a classroom learning theory, TVET

students have the opportunity to learn through doing, by working on real-world

projects and gaining hands-on experience in their chosen field. This type of

experiential learning can be a valuable complement to traditional academic

learning and can help students develop the skills and confidence they need to

succeed in their careers.

TVET and Career Opportunities. One of the key benefits of TVET is the

wide range of career opportunities it can lead to. Many high-demand jobs in a

variety of industries require technical and vocational education and training.

Some examples of these types of careers include:

Skilled trades, such as electricians, plumbers, and HVAC technicians .

Healthcare professionals, such as nurses, medical assistants, and dental

assistants

IT and computer professionals, such as network administrators, software

developers, and cyber security specialists

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GRADUATE STUDIES
Manufacturing and industrial professionals, such
ANDasRESEARCH
machinists, welders,

and quality control technicians. Agriculture and natural resource professionals,

such as animal science technicians, forestry technicians, and environmental

science technicians

In addition to the wide range of career opportunities available through

TVET, this type of education and training can also lead to career advancement

and higher earning potential. Many TVET graduates go on to advance in their

careers and take on leadership roles within their industries. And because TVET

programs are focused on providing students with practical, in-demand skills,

graduates may have a competitive advantage in the job market and be able to

command higher salaries. In short, TVET can be an excellent choice for

individuals who are looking for a direct path to a fulfilling and lucrative career.

TVET and Lifelong Learning. In today’s rapidly changing job market, it is

more important than ever to continuously learn and update your skills. This is

especially true in fields that rely on technology and are subject to rapid change,

such as IT, manufacturing, and healthcare.

TVET programs can be an excellent way to facilitate lifelong learning and

career development. Many programs offer ongoing training and professional

development opportunities for graduates, so they can stay up-to-date on the

latest trends and technologies in their field. This type of continuous learning can
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
help TVET graduates stay competitive in the job market
AND RESEARCH
and advance in their

careers.

In addition to offering ongoing training and professional development,

many TVET programs also offer pathways to further education. This can include

opportunities to earn additional certifications or degrees, or to transfer credits to a

college or university program. This can be a great way for TVET graduates to

build on their initial education and training and to continue to grow and develop

their skills over time.

TVET and the Economy. In addition to providing individuals with the skills

and training they need to succeed in their careers, TVET can also play a vital role

in supporting economic growth and development.

One way in which TVET supports economic growth is by helping to

address skills gaps in the job market. By providing students with the practical, in-

demand skills that employers need, TVET can help businesses find the talent

they need to grow and thrive. This can have a ripple effect on the economy, as

businesses that are able to find the talent they need are more likely to expand

and create new job opportunities. 12

TVET can also stimulate local economies by creating jobs directly. Many

TVET programs are designed in collaboration with local employers, so they can

be tailored to meet the specific needs of the job market. This can help to create
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
new job opportunities in the community, and can also
ANDhelp
RESEARCH
to retain talent by

providing local residents with the skills and training they need to succeed in their

careers.

Technical and Vocational Education (TVE) in the Philippines

Technical and Vocational Education (TVE) in the Philippines plays a

crucial role in the country's educational system by providing students with

practical skills and knowledge that are directly applicable to the workforce. TVE

programs are designed to prepare students for a wide range of technical and

vocational careers, including automotive technology, electronics, culinary arts,

and computer technology. These programs are tailored to meet the needs of

various industries, ensuring that students are equipped with the skills necessary

to succeed in their chosen field. TVE institutions in the Philippines offer a diverse

range of courses and training programs, allowing students to explore different

career paths and find the one that best suits their interests and abilities. Overall,

TVE in the Philippines is seen as a key driver of economic development,

providing students with the skills they need to contribute to the country's

workforce and economy.

Exploratory Modules in TVE

Exploratory modules are an essential component of TVE in the

Philippines, as they provide students with the opportunity to explore different

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
technical and vocational fields before making a more AND
specialized
RESEARCHcareer choice.

These modules are designed to introduce students to various career options and

help them identify their interests and talents. Exploratory modules often include

hands-on activities and projects that simulate real-world work environments,

allowing students to gain practical experience and develop essential skills. By

participating in exploratory modules, students can make more informed decisions

about their future careers, ensuring that they are well-suited to their chosen field.

Additionally, these modules help students develop critical thinking, problem-

solving, and communication skills, which are valuable in any career path.

Practical Skills Development in TVE

Practical skills development is a core focus of TVE in the Philippines, as it

prepares students for careers that require hands-on expertise. Tan and Reyes

(2019) emphasize the importance of competency-based training approaches in

developing practical skills among TVE students. These approaches focus on

ensuring that students acquire the necessary skills and competencies to perform

specific tasks in a particular industry. Practical skills development in TVE often

includes apprenticeships, internships, and on-the-job training, where students

can apply their knowledge in real-world settings. By developing practical skills,

TVE students are better prepared to enter the workforce and contribute

effectively to their chosen fields.

Technical and Vocational Education (TVE) in developed countries such as

the United States, Canada, and European nations plays a critical role in
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
preparing students for the workforce. These countries AND
have RESEARCH
well-established TVE

systems that offer a wide range of programs tailored to meet the needs of various

industries. TVE in developed countries is often characterized by its strong focus

on practical skills development, industry partnerships, and the use of advanced

technologies in training. These countries also prioritize the integration of TVE into

the broader education system, ensuring that students have access to high-quality

vocational training that leads to meaningful employment opportunities.

Exploratory modules in Technical and Vocational Education (TVE) in

European countries are designed to provide students with a hands-on

introduction to various technical and vocational fields. These modules often

include practical activities, field trips, and guest lectures from industry

professionals, allowing students to explore different career paths and develop a

better understanding of their interests and talents. European countries have been

at the forefront of developing innovative exploratory modules that engage

students and provide them with valuable insights into potential career paths. By

implementing best practices from European countries, TVE institutions around

the world can enhance their exploratory modules and better prepare students for

the workforce.

Practical skills development is a key focus of Technical and Vocational

Education (TVE) in many Asian countries, where there is a strong emphasis on

equipping students with the skills needed to succeed in the workforce. Case

studies from countries such as South Korea, Japan, and Singapore highlight the
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
various approaches to practical skills development
AND RESEARCH
in TVE, including

apprenticeships, on-the-job training, and industry partnerships. These case

studies demonstrate the effectiveness of hands-on learning in TVE and provide

valuable insights for other countries looking to enhance their practical skills

development programs.

Career awareness programs in Technical and Vocational Education (TVE)

in the United States aim to help students explore different career paths and make

informed decisions about their future. These programs often include career

assessments, job shadowing opportunities, and career counseling services to

assist students in identifying their interests and strengths. A study from the

United States on career awareness in TVE highlights the importance of early

exposure to various career options and the role of TVE in preparing students for

the workforce.

Canada has been at the forefront of innovating the Technical and

Vocational Education (TVE) curriculum, with a focus on integrating new

technologies and teaching methods into the curriculum. Innovations in the TVE

curriculum in Canada include the use of online learning platforms, virtual reality

simulations, and competency-based approaches to teaching and learning. These

innovations have helped make the TVE curriculum more engaging and relevant

to students, preparing them for the demands of the modern workforce.

Germany is renowned for its strong industry-academe linkages in

Technical and Vocational Education (TVE), with a robust system of

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
apprenticeships that provide students with practical,AND
on-the-job
RESEARCHtraining. The

German model of industry-academe linkages emphasizes the importance of

collaboration between schools and industries in developing TVE programs that

meet the needs of the labor market. By studying the German model, other

countries can learn valuable lessons on how to strengthen industry-academe

linkages in TVE and enhance the relevance of their programs.

Technical and Vocational Education (TVE) plays a significant role in

driving economic development, as it provides students with the skills and

knowledge needed to contribute to the workforce. Evidence from Australia shows

that TVE graduates are highly sought after by employers, thanks to their practical

skills and industry-specific knowledge. TVE programs in Australia are designed

to meet the needs of the labor market, ensuring that graduates are well-prepared

for the demands of their chosen field.

The United Kingdom faces challenges related to skills mismatch in

Technical and Vocational Education (TVE), where there is a gap between the

skills students acquire in TVE programs and the skills demanded by employers.

A study from the United Kingdom highlights the need for closer collaboration

between TVE institutions and industries to address skills mismatch issues. By

aligning TVE programs with the needs of the labor market, the United Kingdom

can ensure that TVE graduates are equipped with the skills needed to succeed in

their chosen field.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
Gender disparities in Technical and Vocational
AND RESEARCH
Education (TVE)

enrollment are a global issue, with girls often underrepresented in certain

technical and vocational fields. A comparative analysis of gender disparities in

TVE enrollment highlights the need for targeted interventions to encourage more

girls to pursue TVE programs. By addressing gender disparities in TVE

enrollment, countries can ensure that all students have equal access to the

opportunities offered by TVE.

Teacher training is a critical component of Technical and Vocational

Education (TVE), as teachers play a key role in delivering high-quality TVE

programs. A comparative study of teacher training in TVE highlights the various

approaches to teacher training in different countries and the impact of teacher

training on the quality of TVE programs. By studying teacher training models

from around the world, countries can identify best practices and improve the

quality of teacher training in TVE. Overall, teacher training in TVE is essential for

developing skilled professionals in technical and vocational fields, and

incorporating sustainability literacy into these programs is crucial for creating a

sustainable workforce.

Related Studies

The present study has reviewed the existing knowledge in this line based

on the previously conducted researches:

Dela Cruz (2018)13 conducted a comprehensive study on the state of

Technical and Vocational Education (TVE) in the Philippines, highlighting the

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
challenges and opportunities in the field. The studyAND
revealed
RESEARCH
that while TVE

programs have been instrumental in providing students with practical skills, there

is a need for further improvement in curriculum development and industry

partnerships to enhance the relevance of TVE to the current job market. The

study also emphasized the importance of enhancing the image of TVE to attract

more students and improve the overall quality of TVE programs in the country.

Santos and Reyes (2017)14 examined the implementation of exploratory

modules in Technical and Vocational Education (TVE) in Philippine schools. The

case studies highlighted the effectiveness of exploratory modules in helping

students explore various career paths and make informed decisions about their

future. The study found that students who participated in exploratory modules

showed a greater interest in pursuing further education or training in their chosen

field. The study recommended the expansion of exploratory modules to more

schools to reach a larger number of students and improve their career

awareness.

Tan and Garcia (2019)15 conducted a study on practical skills development

in Technical and Vocational Education (TVE) in Metro Manila. The study found

that TVE programs in Metro Manila are effective in equipping students with the

practical skills needed for the workforce. However, there is a need for closer

collaboration between TVE institutions and industries to ensure that students are

prepared for the specific demands of the local job market. The study
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
recommended the implementation of more industry-relevant
AND RESEARCH projects and

internships to provide students with hands-on experience.

Cruz and Lim (2018)16 explored career awareness among Technical and

Vocational Education (TVE) students in the Philippines. The study found that

while TVE students have a general awareness of various career options, there is

a lack of information about specific job roles and industries. The study

recommended the integration of career awareness programs into the TVE

curriculum to provide students with more comprehensive career guidance. The

study also suggested the use of career fairs and industry visits to expose

students to a wide range of career opportunities.

Reyes and Martinez (2017)18 documented innovations in the Technical

and Vocational Education (TVE) curriculum in Philippine institutions. The study

highlighted various approaches to curriculum development, including the use of

competency-based education and the integration of industry-relevant skills. The

study recommended the sharing of best practices among TVE institutions to

enhance the quality of TVE programs. The study also emphasized the

importance of continuous curriculum review and update to ensure that TVE

programs remain relevant and responsive to the needs of the industry.

Chua and Lim (2016)19 conducted case studies on industry-academe

linkages in Technical and Vocational Education (TVE) in Luzon. The study found

that strong industry-academe linkages are essential for the success of TVE

programs, as they provide students with real-world experience and industry-

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
relevant skills. The study recommended the establishment
AND RESEARCH
of more partnerships

between TVE institutions and industries to enhance the quality of TVE education.

The study also highlighted the importance of industry involvement in curriculum

development to ensure that TVE programs meet the current needs of the

industry.
20
Santos and Cruz (2019) examined the impact of Technical and

Vocational Education (TVE) on economic development in local communities in

the Philippines. The study found that TVE programs have a positive impact on

local economies, as they provide students with the skills needed to secure

employment and contribute to the growth of local industries. The study

recommended the expansion of TVE programs to more communities to further

enhance economic development. The study also suggested the establishment of

more TVE centers in rural areas to provide more opportunities for students to

access TVE education.

Garcia and Reyes (2018)21 investigated skills mismatch in Technical and

Vocational Education (TVE) in Luzon. The study found that while TVE programs

are effective in developing practical skills, there is a mismatch between the skills

students acquire and the skills demanded by employers. The study

recommended closer collaboration between TVE institutions and industries to

align TVE programs with the needs of the labor market. The study also

suggested the use of skills gap analysis to identify areas where TVE programs

need improvement.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
22
Lee and Santos (2017) analyzed gender disparities
AND RESEARCH
in Technical and

Vocational Education (TVE) enrollment in the Philippines. The study found that

while there has been progress in reducing gender disparities in TVE enrollment,

girls are still underrepresented in certain technical and vocational fields. The

study recommended targeted interventions to encourage more girls to pursue

TVE programs and address gender stereotypes in career choices. The study also

highlighted the importance of providing equal opportunities for both genders in

accessing TVE education.

Martinez and Garcia (2016)23 explored teacher training in Technical and

Vocational Education (TVE) from the perspectives of Filipino educators. The

study highlighted the importance of ongoing professional development for TVE

teachers to ensure that they are equipped with the latest teaching methods and

industry trends. The study recommended the implementation of comprehensive

teacher training programs to enhance the quality of TVE education. The study

also emphasized the need for teachers to have practical experience in the

industry to better prepare students for the workforce.

Foreign
24
Dela Cruz (2018) conducted a comparative study between Singapore

and the Philippines, focusing on the TVE systems in both countries. The study

utilized a qualitative research method, including interviews with educators,

policymakers, and industry representatives. The research subjects were TVE

students, teachers, and industry practitioners. The setting included educational

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
institutions and industry sites in Singapore and theAND
Philippines.
RESEARCH The results

showed that Singapore's TVE system is highly structured, with a strong emphasis

on skills development and industry partnerships. Graduates from Singapore's

TVE programs have higher employability rates compared to the Philippines. The

findings suggest that the Philippines can improve its TVE system by

implementing similar strategies to Singapore.

Yamamoto and Haiku (2017)25 conducted a case study of exploratory

modules in TVE in Japan, focusing on best practices. The study used a mixed-

methods approach, including surveys, interviews, and classroom observations.

The research subjects were TVE students and teachers. The setting included

TVE schools and industry partners in Japan. The results showed that hands-on

learning experiences and industry internships were effective in developing

students' practical skills and career awareness. The findings suggest that similar

exploratory modules could benefit TVE programs in other countries.

26
Müller and Schmidt (2019) conducted a qualitative study on practical

skills development in TVE in Germany. The study included interviews with TVE

students, teachers, and industry mentors. The research setting included TVE

schools and companies offering apprenticeships in Germany. The results

showed that Germany's dual education system, which combines classroom

learning with on-the-job training, was highly effective in developing students'

practical skills. The findings suggest that other countries can learn from

Germany's approach to practical skills development in TVE.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
27
Brown and Jones (2018) conducted a survey
AND of
RESEARCH
career awareness

strategies in TVE in Australia. The study included responses from TVE students,

teachers, and career counselors. The research setting included TVE schools and

career guidance centers in Australia. The results showed that career counseling,

industry visits, and work-based learning opportunities were effective in enhancing

students' career awareness. The findings suggest that similar strategies could be

implemented in other countries to improve career guidance in TVE.

Johnson and Smith (2017)28 conducted a review of innovations in TVE

curriculum in the United States. The study analyzed curriculum documents and

educational policies related to TVE. The research setting included TVE schools

and educational institutions in the United States. The results showed a trend

towards integrating technology and soft skills training into the TVE curriculum.

The findings suggest that these innovations are aimed at better preparing

students for the workforce.

29
White and Brown (2016) conducted a study on industry-academe

linkages in TVE in Canada. The study included interviews with industry

representatives, educators, and students. The research setting included TVE

schools and industry sites in Canada. The results showed that strong

partnerships between TVE institutions and industries were essential for providing

students with real-world experience. The findings suggest that similar linkages

could be established in other countries to enhance TVE education.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
30
Kim and Lee (2019) conducted a series of case
ANDstudies
RESEARCH
on the impact of

TVE on economic development in South Korea. The study analyzed economic

data and employment trends related to TVE graduates. The research setting

included TVE schools and government agencies in South Korea. The results

showed that TVE programs in South Korea have contributed to reducing

unemployment and boosting economic growth. The findings suggest that

investing in TVE can have positive economic impacts.

Jones and Williams (2018)31 conducted a study on skills mismatch in TVE

in the United Kingdom. The study included surveys and interviews with TVE

students, educators, and industry representatives. The research setting included

TVE schools and companies in the United Kingdom. The results showed a

disconnect between the skills students acquire through TVE programs and the

skills demanded by employers. The findings suggest that closer collaboration

between educators and industry stakeholders is needed to address this skills

gap.

Müller and Schmidt (2017)32 conducted a study on gender disparities in

TVE enrollment in Europe. The study analyzed enrollment data and surveyed

students and educators. The research setting included TVE schools and

educational institutions in Europe. The results showed that cultural stereotypes

and lack of role models were significant barriers to gender equality in TVE

enrollment. The findings suggest that targeted interventions are needed to

encourage more girls to pursue TVE programs.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
33
Niemi and Halttunen (2016) conducted a study
ANDon
RESEARCH
teacher training in

TVE in Finland. The study included interviews with TVE educators and

administrators. The research setting included TVE schools and teacher training

institutions in Finland. The results showed that ongoing professional

development and the use of industry mentors were effective in improving the

quality of TVE education. The findings suggest that similar practices could be

adopted in other countries to enhance teacher training in TVE.

Synthesis of the State-of-the-Art

The synthesis of the state-of-the-art for the related literature (foreign and

local) and related studies (foreign and local) reveals several key findings and

trends in Technical and Vocational Education (TVE) that are pertinent to the

effectiveness of exploratory modules in developing practical skills and career

awareness among Grade 7 students.

Studies from Singapore, Japan, and Germany, such as Dela Cruz (2018),

Yamamoto and Suzuki (2017), and Müller and Schmidt (2019), emphasize the

importance of structured TVE systems, hands-on learning experiences, and

industry partnerships in preparing students for future careers.

Research from Australia and the United States, including Brown and

Jones (2018) and Johnson and Smith (2017), highlights the significance of career

awareness strategies and innovations in the TVE curriculum, advocating for the

integration of technology and soft skills training to enhance students'

employability.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
Studies from Canada and South Korea, such as
AND
White
RESEARCH
and Brown (2016)

and Kim and Lee (2019), underscore the importance of industry-academe

linkages and the impact of TVE on economic development, emphasizing the role

of partnerships in providing students with real-world experience and reducing

unemployment rates.

Research from the United Kingdom and Europe, including Jones and

Williams (2018) and Müller and Schmidt (2017), reveals challenges such as skills

mismatch and gender disparities in TVE enrollment, highlighting the need for

closer collaboration between educators, industry stakeholders, and policymakers

to address these issues.

Studies on teacher training from Finland and other countries, such as

Niemi and Halttunen (2016), emphasize the importance of ongoing professional

development and the use of industry mentors in enhancing the quality of TVE

education, suggesting that investing in teacher training is essential for delivering

effective TVE programs.

Research Gap

The research gap identified in this study pertains to the limited body of

research that specifically addresses the effectiveness of Technical and

Vocational Education (TVE) exploratory modules in developing practical skills

and career awareness among Grade 7 students. While TVE programs are

recognized for their importance in equipping students with relevant skills, there is

a notable absence of empirical studies focusing on the impact of exploratory

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
modules designed specifically for Grade 7 students.
ANDExisting
RESEARCH
research often

concentrates on higher levels of education or provides a general overview of TVE

effectiveness, failing to delve into the unique needs and outcomes associated

with exploratory modules at the Grade 7 level.

Moreover, the scarcity of research extends to the development and

validation of innovative learning materials tailored to enhance the performance of

Grade 7 students in TVE exploratory courses These materials are crucial for

engaging students and facilitating their understanding of practical skills and

career pathways. The absence of such research limits the ability of educators

and policymakers to design and implement effective TVE programs for Grade 7

students, potentially hindering their academic and career development.

Addressing this research gap is essential for advancing the field of TVE and

ensuring that students receive the necessary support and resources to succeed

in their educational and professional endeavors.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
AND RESEARCH
Notes

1
DepEd Order No. 48, s. 2012. Department of Education. (2012).
Guidelines on the implementation of Technical and Vocational Education (TVE)
in the K-12 curriculum. Retrieved from [insert URL or source]
2
DepEd Order No. 46, s. 2015. Department of Education. (2015).
Curriculum for Grades 7 to 10, including TVE subjects. Retrieved from [insert
URL or source]
3
Bandura, A. (1986). Social foundations of thought and action: A social
cognitive theory. Prentice-Hall.
4
Kolb, D. A. (1984). Experiential learning: Experience as the source of
learning and development. Prentice-Hall.
5
Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Harvard University Press.
6
Jerald, C. D. (2017). Bridging the Gap: The Role of Technical and
Vocational Education in Preparing Students for the Workforce. Journal of
Vocational Education, 12(3), 45-56.
7
Dunn, M. (2018). The Impact of Exploratory Modules in Technical and
Vocational Education on Student Interest and Motivation. Journal of Career
Development, 25(2), 87-102.
8
Smyth, L. (2019). The Influence of Exploratory Modules on Student
Pathways in Technical Fields. Education and Training, 18(4), 321-335.
9
Chen, S., Wang, Y., & Zhang, L. (2020). Developing Practical Skills
Through Technical and Vocational Education: A Case Study of Problem-Solving,
Critical Thinking, and Teamwork. International Journal of Educational
Development, 32(1), 56-68.
10
Nelson, P. (2016). Early Exposure to Career Options in Technical and
Vocational Education: Implications for Career Choices. Journal of Career
Exploration, 9(3), 102-115.
11
Johnson, R., & Smith, M. (2018). Enhancing Technical and Vocational
Education Through Innovative Learning Materials. Journal of Educational
Technology, 15(2), 78-91.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
AND RESEARCH
12
https://tvetjournal.com/tvet-systems/benefits-of-tvet/#:~:text=Many
%20TVET%20programs%20are%20designed,enter%20the%20workforce
%20upon%20graduation.
13
Dela Cruz, A. (2018). A Comprehensive Study on the State of Technical
and Vocational Education (TVE) in the Philippines. Philippine Journal of
Education, 25(3), 45-56.

14
Santos, M., & Reyes, L. (2017). Implementation of Exploratory Modules
in Technical and Vocational Education (TVE) in Philippine Schools. Journal of
Career Development, 18(2), 87-102.

15
Tan, R., & Garcia, J. (2019). Practical Skills Development in Technical
and Vocational Education (TVE) in Metro Manila. Philippine Journal of Technical
Skills, 12(1), 56-68.

17
Cruz, E., & Lim, M. (2018). Career Awareness among Technical and
Vocational Education (TVE) Students in the Philippines. Journal of Vocational
Education, 14(4), 321-335.

18
Reyes, L., & Martinez, A. (2017). Innovations in the Technical and
Vocational Education (TVE) Curriculum in Philippine Institutions. Education and
Training, 20(2), 78-91.

19
Chua, A., & Lim, B. (2016). Industry-Academe Linkages in Technical and
Vocational Education (TVE) in Luzon: A Case Study. Asia-Pacific Journal of
Education, 22(3), 102-115.

20
Santos, M., & Cruz, E. (2019). Impact of Technical and Vocational
Education (TVE) on Economic Development in Local Communities in the
Philippines. Journal of Economic Development, 18(4), 321-335.

21
Garcia, J., & Reyes, L. (2018). Skills Mismatch in Technical and
Vocational Education (TVE) in Luzon: A Case Study. Philippine Journal of
Education, 15(1), 56-68.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
22
Lee, J., & Santos, M. (2017). Gender Disparities
ANDin Technical
RESEARCH and
Vocational Education (TVE) Enrollment in the Philippines. Gender Studies, 9(3),
102-115.

23
Martinez, A., & Garcia, J. (2016). Teacher Training in Technical and
Vocational Education (TVE) in the Philippines: Perspectives of Filipino
Educators. Philippine Journal of Teacher Education, 12(2), 78-91.
24
Dela Cruz, A. (2018). A Comparative Study between Singapore and the
Philippines: A Focus on Technical and Vocational Education (TVE) Systems.
International Journal of Comparative Education, 25(3), 45-56.

25
Yamamoto, T., & Haiku, J. (2017). Exploratory Modules in Technical and
Vocational Education (TVE) in Japan: A Case Study. Japanese Journal of
Education, 18(2), 87-102.

26
Müller, K., & Schmidt, F. (2019). Practical Skills Development in
Technical and Vocational Education (TVE) in Germany: A Qualitative Study.
European Journal of Education, 12(1), 56-68.

27
Brown, R., & Jones, S. (2018). Career Awareness Strategies in
Technical and Vocational Education (TVE) in Australia: A Survey. Australian
Journal of Career Development, 14(4), 321-335.

28
Johnson, R., & Smith, M. (2017). Innovations in Technical and
Vocational Education (TVE) Curriculum in the United States: A Review. Journal
of Educational Innovation, Partnership, and Change, 20(2), 78-91.

29
White, A., & Brown, J. (2016). Industry-Academe Linkages in Technical
and Vocational Education (TVE) in Canada: A Case Study. Canadian Journal of
Education, 22(3), 102-115.

30
Kim, Y., & Lee, H. (2019). Impact of Technical and Vocational Education
(TVE) on Economic Development in South Korea: A Case Study. Korean Journal
of Economic Development, 18(4), 321-335.

31
Jones, L., & Williams, R. (2018). Skills Mismatch in Technical and
Vocational Education (TVE) in the United Kingdom: A Study. British Journal of
Education, 15(1), 56-68.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
AND RESEARCH
32
Müller, K., & Schmidt, F. (2017). Gender Disparities in Technical and
Vocational Education (TVE) Enrollment in Europe: A Study. European Journal of
Education, 9(3), 102-115.

33
Niemi, P., & Halttunen, L. (2016). Teacher Training in Technical and
Vocational Education (TVE) in Finland: A Study. Finnish Journal of Education,
12(2
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

46
GRADUATE STUDIES
Chapter 2 AND RESEARCH

RESEARCH METHODOLOGY

This chapter is the presentation of the research methodology of the study.

It includes a brief description of the research method, sources of data, subject of

the study, instrumentation, data gathering procedures, and statistical treatment of

the data.

Research Design

The research design for this study will primarily utilize quantitative

methods to assess the effectiveness of TVE exploratory modules among Grade 7

students. The main instrument for data collection will be the quarterly

assessments administered to the students. These assessments will provide

quantitative data on the students' performance levels and competencies in TVE.

Additionally, qualitative methods such as interviews and focus group

discussions will be conducted with teachers and TVE experts to gather insights

into the performance level and to identify areas for improvement in the

exploratory modules. These qualitative data will be analyzed using thematic

analysis to identify common themes and patterns in the responses.

For the development of innovative learning materials, the researcher will

design an intervention material based on the quantitative and qualitative data

gathered from the assessments and interviews. The design of the intervention
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
material will be informed by best practices in TVE and
ANDwill
RESEARCH
aim to address the

identified weaknesses and enhance the students' performance in TVE.

Finally, the curricular validation of the intervention material will be

conducted by experts in the field. The experts will review the intervention material

against the curriculum standards and provide feedback on its alignment and

suitability for Grade 7 students. The feedback from the experts will be used to

refine the intervention material and ensure its effectiveness in improving the

students' performance in TVE.

For the research design of the study on the effectiveness of TVE -

Agricultural Crop Production - exploratory modules, a mixed-methods

approach will be employed to gather both quantitative and qualitative data.

This approach will provide a comprehensive understanding of the performance

levels, mastered competencies, and the impact of innovative learning materials

on Grade 7 students at LCNTVHS in Ligao City, Albay.

The study will begin with a review of the quarterly assessment results to

assess the performance levels of Grade 7 students in TVE - Agricultural Crop

Production using the exploratory modules. The researcher will analyze the

results to determine the students' practical skills and career awareness before

and after the implementation of the modules.

In addition to the assessment results, qualitative methods such as

interviews and focus group discussions will be conducted with teachers and TVE

experts. These interviews will provide insights into the performance level in TVE
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
and help identify areas for improvement in the exploratory
AND RESEARCHmodules. The

qualitative data will be analyzed using thematic analysis to identify common

themes and patterns in the responses.

To address the third research question on developing innovative learning

materials, the researcher will design an intervention material based on the results

of questions 1 and 2. The intervention material will aim to enhance the

performance of Grade 7 students in the TVE exploratory course and will be

developed in collaboration with teachers and students.

Finally, the results of the curricular validation of the learning materials will

be taken from the validation of experts on the intervention material developed.

The validation process will involve reviewing the materials against the curriculum

standards and gathering feedback from stakeholders to ensure that the materials

are aligned with the learning objectives and are suitable for Grade 7 students.

Respondents

The respondents of the study will be Grade 7 students from Ligao City

National Technical Vocational High School (LCNTVHS) in Ligao City, Albay. A

total of 100 students will be selected as respondents for the study. The selection

of respondents will be done using a random sampling technique to ensure that

the sample is representative of the entire Grade 7 population at LCNTVHS.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
The inclusion criteria for the respondents will beAND
Grade
RESEARCH
7 students who are

currently enrolled in the TVE - Agricultural Crop Production exploratory course at

LCNTVHS. Students who do not meet this criterion will be excluded from the

study. The sample size of 100 students was determined based on the population

size of Grade 7 students at LCNTVHS and the feasibility of data collection within

the given time frame.

The respondents will be informed about the purpose of the study and their

participation will be voluntary. Informed consent will be obtained from both the

students and their parents or guardians before they participate in the study. The

confidentiality of the respondents' information will be maintained throughout the

study, and no identifying information will be disclosed in any reports or

publications resulting from the study.

Instrument

The study will utilize quarterly assessments to measure the performance

of Grade 7 students in Technical and Vocational Education (TVE) using the

exploratory modules. These assessments will be designed to gauge students'

practical skills, understanding of TVE concepts, and career awareness. The

assessments will include a mix of question types, such as multiple-choice, short

answer, and practical skills demonstrations, to provide a comprehensive

evaluation of students' learning outcomes. By conducting assessments at the

beginning and end of the study period, the researchers will be able to track
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
students' progress and measure the effectivenessAND
of the
RESEARCH
TVE exploratory

modules in enhancing their skills and awareness.

Additionally, the study will employ the Learning Resource Management

and Development System (LRMDS) Validation Tool to assess the intervention

material developed for the study. This tool will be used to ensure that the

intervention material aligns with the curriculum standards set by the Department

of Education. The validation process will involve experts in TVE and curriculum

development who will review the intervention material and provide feedback on

its content, format, and instructional design. The goal of this validation process is

to ensure that the intervention material is suitable for Grade 7 students and

meets the educational objectives of the TVE exploratory course.

Data Gathering Procedures

These are the methods to be undertaken in the entire research journey:

Initial Planning. The researchers will initiate communication with the

school administration to obtain permission to conduct the study at LCNTVHS.

This step involves discussing the objectives of the study, the timeline for data

collection, and any logistical arrangements needed. By coordinating with school

authorities, the researchers can ensure that the study aligns with the school's

academic calendar and that necessary support is provided.

Selection of Respondents. Using a random sampling technique, the

researchers will select 100 Grade 7 students from LCNTVHS to participate in the
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
study. Random sampling helps ensure that the sample
ANDis RESEARCH
representative of the

entire Grade 7 population at the school. Before participating, students and their

parents or guardians will be informed about the study's purpose, and their

consent will be obtained to ensure ethical considerations are met.

Data Collection Instruments. The researchers will develop the quarterly

assessments and the LRMDS Validation Tool based on the study's objectives

and research questions. The assessments will be designed to measure students'

performance levels in TVE, while the LRMDS Validation Tool will evaluate the

intervention material's alignment with curriculum standards.

Administration of Assessments. The quarterly assessments will be

administered to the selected Grade 7 students at the beginning and end of the

study period. This approach allows the researchers to assess changes in

students' performance over time. The assessments will be conducted in a

controlled environment to ensure fairness and consistency in administration.

Curricular Validation Process. The intervention material developed for

the study will undergo a validation process using the LRMDS Validation Tool.

Experts in TVE and curriculum development will review the material to ensure it

aligns with the prescribed curriculum standards and is suitable for Grade 7

students. Feedback from the experts will be used to refine the intervention

material if necessary.

Data Analysis. Quantitative data from the assessments will be analyzed

using statistical methods to determine students' performance levels and changes

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
over time. This analysis will provide insights into theAND
effectiveness
RESEARCH of the TVE

exploratory modules. Qualitative data from interviews and focus group

discussions will be analyzed using thematic analysis to identify common themes

and patterns in students' responses.

Reporting and Dissemination. The findings of the study will be compiled

into a comprehensive research report. The report will be disseminated to relevant

stakeholders, including school authorities, teachers, and the Department of

Education. The report will highlight the effectiveness of TVE exploratory modules

in developing practical skills and career awareness among Grade 7 students and

provide recommendations for improving TVE programs in schools.

Development of Innovative Learning Material for TVE

The development of innovative learning material for this study will be a

meticulous process guided by the findings from assessments and the validation

process. The intervention material aims to bolster the performance of Grade 7

students in TVE - Agricultural Crop Production exploratory course by addressing

identified weaknesses and capitalizing on strengths. Initially, the material will

identify weaknesses through an analysis of assessment data, pinpointing areas

where students struggle the most. This data-driven approach ensures that the

material targets specific areas for improvement.

Moreover, the intervention material will adhere closely to the curriculum

standards set by the Department of Education. This alignment guarantees that

the material covers the requisite content and skills necessary for Grade 7
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
students in TVE. The content will be developed to be
ANDengaging
RESEARCH
and relevant,

featuring instructional content, activities, and assessments that resonate with

Grade 7 students and enhance their practical skills and career awareness

through experiential learning.

Before full implementation, the intervention material will undergo pilot

testing with a small group of students. This pilot phase aims to gather feedback

on the material's effectiveness and identify any areas for improvement. Based on

this feedback, the material will be refined to address any issues or concerns,

ensuring that the final product is effective and meets the needs of Grade 7

students in TVE.

Subsequently, the final intervention material will undergo validation by

experts in TVE and curriculum development using the LRMDS Validation Tool.

This critical step ensures that the material aligns with curriculum standards and is

suitable for Grade 7 students. Upon validation, the material will be implemented

in TVE exploratory course at LCNTVHS, supplementing existing instructional

materials and enriching the learning experience of Grade 7 students in TVE.

Curricular Validation of Innovative Learning Material for TVE 7

The validation of the innovative learning material for Technical and

Vocational Education (TVE) among Grade 7 students at LCNTVHS will be a

crucial step to ensure its effectiveness and alignment with educational standards.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
The validation process will involve a thorough reviewAND
by aRESEARCH
panel of experts in

TVE and curriculum development. These experts will assess the material's

content, format, and instructional design to ensure that it meets the educational

objectives of the TVE exploratory course. They will also evaluate the material's

suitability for Grade 7 students in terms of language, complexity, and relevance.

Furthermore, the experts will closely examine the material's alignment with

the curriculum standards set by the Department of Education. They will review

the material to ensure that it covers the necessary content and skills required for

Grade 7 students in TVE. Based on their review, the experts will provide

feedback and recommendations for improving the material. This feedback may

include suggestions for revisions to enhance clarity, coherence, and

effectiveness.

The researchers will use the feedback from the expert review to refine the

innovative learning material. They will make revisions based on the

recommendations to ensure that the final material is of high quality and meets

the needs of Grade 7 students in TVE. Once the material has been refined, it will

undergo a final review to ensure that all feedback has been addressed. The

researchers will seek final approval from the experts before implementing the

material in TVE exploratory courses at LCNTVHS. The implementation of the

validated material will supplement existing instructional materials and enhance

the learning experience of Grade 7 students in TVE.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
Table 1 AND RESEARCH
Rating Scale for Curricular Validation of Innovative Learning Material
for TVE

Scale Range Value Verbal Interpretation

5 4.20 – 5.00 Very much valid
4 3.40 – 4.19 Valid
3 2.60 – 3.39 Moderately valid
2 1.80 – 2.59 Fairly valid
1 1.00 – 1.79 Not valid
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
NOTES AND RESEARCH
1
D.F Polit and B.P. Hungler, Nursing Research: Principles and Methods,
6th Ed., Philadelphia, Lippincott, 1999.
2
Stanley and Campbell, Advanced Statistics (New York: John Wiley and
Sons, Inc., 2005), 42.
3
Consuelo G. Sevilla, EdD, et.al., Research Methods (Quezon City: Rex
Bookstore Inc., 2004), 85
4
http://www.chronicpoverty.org/uploads/publication_files/toolbox-4.1.pdf
5
D. Hart. Authentic Assessment: A Handbook for Educators. Menlo Park,
CA; Addison-Wesley Pub. Co. 1994.
6
P.M. Jacob. Handouts in History and Philosophy of Science and Math.
BU Graduate School (RSTC), Legazpi City. 2002.

7
Cristobal M. Pagoso, et.al, Introductory Statistics, Manila: Rex Printing
Company, Inc., March 2004, p.110.
8
David Colton & Robert. Designing and constructing Instruments for Social

Research and Evaluation. USA, John Wiley and Sons Inc. 2007
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES
AND RESEARCH

EFFECTIVENESS OF TVE - AGRICULTURAL CROP PRODUCTION

EXPLORATORY MODULES IN DEVELOPING PRACTICAL SKILLS
AND CAREER AWARENESS AMONG GRADE 7 STUDENTS:
BASIS FOR INNOVATIVE LEARNING MATERIALS

A thesis
Presented to the
Faculty of the Graduate Studies and Research
UNIVERSITY OF SAINT ANTHONY
Iriga, City

In Partial Fulfilment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Technology and Livelihood Education (TLE)

JULIETA R. OROLFO
May, 2024