INFLUENCE OF TECH VOC DESIGNED CURRICULUM TO THE SENIOR HIGH

SCHOOL CHOSEN TRACK

Jocelyn D. Salingsing
Cyrille C. Dela Rosa
Michael A. Estrella
Bulacan State University, City of Malolos, Bulacan

ABSTRACT

The main objective of this study is to identify the Laboratory High School students’
interest in taking Technical – Vocational Livelihood Track and to find out the students’
perception of TLE specialization. The study used descriptive research to describe the general
/findings of the study in the form of questionnaire made up of combination of Likert scale and
checklist to collect information from Laboratory High School students of Bulacan State
University. The sample population of this research is composed of 336 grade 9 and 10 students.
Most of the respondents are inclined to take Academic track specifically STEM strand in Senior
High School. The result implies that in choosing their career, interest is the most influential
factor that affected their decision. Students also depended their decision on the course they want
to pursue in college by choosing the related SHS track. All things considered, no matter how
high the perception of the students in their TLE specialization, the promotional video presented
to the students did not affect their decision in choosing the SHS track/strand. The result of the
study would be a great help to the administration of LHS to consider using new teaching
strategies that will encourage and motivate students to learn more and enhance their skill in
particular specialization and improve their facilities and laboratories and offer TVL track in
SHS.

Keywords: Tech-Voc track, TLE Specialization, Senior High School, Laboratory High School

INTRODUCTION

Technical Vocational Livelihood is a track that provides opportunities for SHS students’
and strengthens their ability in adopting the readiness for the job required skills through Agri-
Fishery Arts, Home Economics, Information and Communication technology (ICT), and
Industrial Arts. Research indicates that different factors affect the course preferences of Senior
High School students. Senior High School students chose their strand especially based on their
long-term dream and some of them want to develop their skills and abilities in their chosen
strand (Gantz, 2016). However, some researches stated that Technical Vocational Education is
something that SHS students really don't need. They thought that being enrolled in four-year
course is far better than being enrolled in a Technical Vocational Education course. They assume
that Technical Vocational Education is only for those who are less fortunate and cannot afford to
go to college (Ambag et. Al, 2015). The aim of the current study is to identify the level of
student’s interest in Technical Vocational-Livelihood track and develop a promotional video that
will ignite the interest of students’ in TVL track. The researchers made use of questionnaire
made up of combination of Likert scale and checklist to collect information to Laboratory High
School students of Bulacan State University.

The Senior High School Program consists of different tracks to prepare our students for
college and in the field of work. The TVL Program is composed of Home Economics, Industrial
Arts, Agri-Fishery and Information Communication Technology from while the students can
select for them to be prepared for their chosen field of work. In TVL course the students can also
acquire National Certificates in different levels in accordance to guidelines set by the DepEd and
the TESDA. The National Certificates in this level are recognized not only in the Philippines but
in different countries as well. The TVL courses teach the students to have different combinations
of skills to explore and acquire in 2 years. Immersion as part of the TVL curriculum also allows
the students to observe application of skills in different industries which prepares them on how to
apply their knowledge and practices in real life situations. (Sun Star, 2017).

According to Juan Abarro (2016) in his study Factors Affecting Career Track and Strand
Choices of Grade 9 Students in the Division of Antipolo and Rizal, Philippines, sex, average
monthly family income, school preference, occupation of the head of the family and average
scholastic ratings in the preceding years are factors associated to the career track choices of the
students, while highest educational attainment of the head of the family and persons influential in
the choice of career track are not associated with the Career Track Choices.

The researchers’ study provides a lot of factors affecting the mindset of students in
choosing their preferred SHS track. The study of Juan Abarro (2016) supports the present study
as both focus on the factors like the academic experience as the most influencing factor in
choosing senior academic track other than recommendation of others, friends, peer
encouragement and family background.

Bulacan State University Laboratory High School is not offering TVL track in their SHS
students because, according to the former principal of LHS, Mr. Rafael Dayao, students who
graduated from Junior High School in LHS are taking ABM, STEM, and HUMMS track in their
Senior High School level and some of them are not interested in TVL Track. This study consists
of knowing the leading factors that affect the Laboratory High School (LHS) students of
preference in taking Senior High School (SHS) track/strands. In completing the study, the
researchers would also like to find out if there is a significant relationship between the students’
perception in TLE specialization and their chosen track/strand.

Objective of the Study

The purpose of this study is to identify the level of student’s interest in Technical
Vocational-Livelihood track. This study consists of knowing the leading factors that affect the
Laboratory High School (LHS) students of preference in taking Senior High School (SHS)
track/strands. In completing the study, the researchers would also like to find out if there is a
significant relationship between the students’ perception in TLE specialization and their chosen
track/strand. And through that, the school administrators may come up to make some new
strategies and changes so that the students will choose TVL track or align their TLE
specialization in their JHS level to SHS tracks.
Statement of the Problem

The major problem of the study is to identify the Laboratory High School students’
interest in taking Technical – Vocational Livelihood Track. Specifically, it seeks to answer the
following:

1. What are the perception of the students in their TLE specialization in terms of:
1.1 Curriculum
1.2 Laboratory
1.3 Faculty
2. What career track/ strands the students would like to pursue in SHS?
3. What are the factors affecting the students’ decisions in choosing SHS track/strand?
4. What intervention program may be proposed to encourage students to take TVL
track?
5. Is there a change in the decision of the students in choosing SHS track after the
intervention?
6. Is there a significant difference on the result in choosing SHS tracks before and after
the intervention?
METHODOLOGY

Research Design

Descriptive studies are aimed at finding out "what is," so observational and survey
methods are frequently used to collect descriptive data (Borg & Gall, 1989). A survey instrument
was utilized to gather data. The survey for identifying the level of students’ interest in taking
Technical-Vocational Livelihood track was administered to Grade 9 and 10 students of LHS in
Bulacan State University. The researcher chose a descriptive research design specifically survey
because it best served to answer the questions and the purposes of the study. A correlational
study is also used to determine the relationship and if the variables have a positive or negative
correlation, where researchers will gather data to analyze and describe the existing relationship
of students’ perception in TLE Specialization and their chosen track/strand.

Population and Sample of the Study

The population of the study is composed of 336 students of Laboratory High School in
Bulacan State University. The researcher decided to include all Grade 9 and 10 students as a
sample to make the result of the study more reliable.

Instrumentation

The researchers made use of a questionnaire in the attempt to find answers to the problems
posited. To prepare the questionnaire, the researchers read researches related to the present study
and collected some information from the research adviser. The questionnaire is made up of a
combination of Likert Scale and checklist that is composed of three (3) parts. Part 1 is to
determine the SHS track they like to pursue. Part 2 is to determine the factors affecting them in
choosing that track. And the last part is to determine the perception of the students in TLE
specialization in terms of curriculum, laboratory and faculty. To promote the TVL track, the
researchers will also use a video presentation which was evaluated by BulSU computer teachers
using a promotional video rubric. Then after some revisions, it was submitted to the adviser for
defense proposal.

Hypotheses of the Study

The major concern of the study is to assess/identify the level of interest of Laboratory
High School students in the designed curriculum of Technical Vocational Livelihood
track/strand of Senior High School program.

A TLE specialization affects a students’ chosen career track because he/she has the
chance to explore the four main courses of this subjects specifically; the Agri-Fishery Arts,
Home Economics, Information and Communication Technology and Industrial Arts but there are
still other factors being considered.

Results and Discussion

The students made a self-assessment of their perception in TLE Specialization. Table 1,

2, and 3 shows the level of their perception in their TLE Specialization in terms of curriculum,
faculty, and laboratories.

Table 1
Curriculum

Statements Mean Verbal Interpretation

1. TLE activities are interesting. 3.88 Moderately High
Perception
2. I actively participate in our TLE activities. 3.82 Moderately High
Perception
3. I am happy exploring TLE subjects. 3.76 Moderately High
Perception
4. In doing TLE activities, I can show my creativity. 3.84 Moderately High
Perception
5. In doing TLE activities, I gain knowledge and 4.17 Moderately High
develop new skills. Perception
6. In doing TLE activities, it boosts my interest 3.83 Moderately High
Perception
TOTAL 3.88 MODERATELY
HIGH PERCEPTION

Table 1 shows the level of students’ perception in their TLE Specialization in terms of
curriculum based on their self-assessment. Having the highest mean of 4.17 (Moderately High
Perception), the students perceived that they gained knowledge and developed new skills in
doing TLE activities. Second to the highest having the mean of 3.88, which is also interpreted as
Moderately High Perception that for the students, TLE activities are interesting. It is similar to
the result of the study of Garcia (2012), the subjects taught are very relevant, challenging, and
enjoyable. It is a strong indication that students who are taking TLE have a positive view on the
course. In addition, the result of the study signifies that the TLE course is not boring.

Based on the student’s assessment, they are happy in exploring their TLE subjects, but it
got the lowest mean of 3.76 although being still interpreted as Moderately High Perception. In
general, the student’s perception in their TLE Curriculum having a mean of 3.88 and interpreted
as a Moderately High Perception.

Table 2
Faculty
Statements Mean Verbal Interpretation
1. My teacher has mastery of the subject matter. 4.26 Very High Perception
2. My teacher uses new strategies in teaching TLE. 3.87 Moderately High
Perception
3. My teacher motivates us in making our own ideas 4.01 Moderately High
and creation in TLE activities. Perception
4. My teacher considers strengths and weaknesses of 3.98 Moderately High
the students. Perception
TOTAL 4.03 Moderately High
Perception

Table 2 shows the level of students’ perception in their TLE specialization in terms of
faculty competency. The study of Ariaso et.Al (2016) indicates that the TLE teachers generally
had very satisfactory instructional competence wherein teachers were rated in terms of
instructional competence (1-10). It must be noted that none of the teachers received a rating
below 4 points. This finding would imply that these teachers were qualified to handle TLE
subjects. This result was also presented in the present study where the students have A Very
High Perception about the teachers’ mastery of the subject matter with a highest mean of 4.26.

The second statement got the lowest mean of 3.87 although it is also interpreted as
Moderately High Perception by the students. Teachers sometimes were unable to use new
strategies in teaching TLE subject because according to the study of Gregorio (2012), TLE
teachers encountered the following problems; lack of trainings related to area of specialization,
no capital investment, planning of TLE subjects does not include allowance for contingencies for
instructional facilities and teaching strategies and, unrepaired equipment due to absence/lack of
budget. According to Schlecty (2018), teachers may use a variety of teaching strategies that
would work best for developing students' understanding to learn important concepts. In using
different teaching strategies, students tend to be more engaged and show different characteristics
such as being attracted to do work, persisting in the work despite challenges and obstacles, and
taking visible delight in accomplishing their work. The researcher’s assessment of the student’s
perception in their TLE Specialization interpreted as Moderately High Perception with a mean
of 4.03 in general.
Table 3
Laboratory

Statements Mean Verbal Interpretation

1. Tools and materials are available. 3.72 Moderately High
Perception
2. Tools and materials are enough to the number 3.24 Indifferent
of students.
2.1. Individually 3.28 Indifferent

2.2. Per group 3.36 Indifferent

3. Equipment are available and ready for use. 3.66 Moderately High
Perception
4. is spacious in doing the activity 3.28 Indifferent
5. First aid kit is available. 3.23 Indifferent
6. Personal Protective Equipment (PPE) are 3.30 Indifferent
available.
7. Occupational Health and Safety Precautions 3.28 Indifferent
(OHSP) are seen in every part of laboratory.
8. Ventilation and lighting are in good conditions. 3.37 Indifferent
9. Physical set-up adds to good ambiance 3.36 Indifferent
(conducive for learners)
10. Storage room is available and enough for all 3.54 Moderately High
the tools and materials. Perception
11. Instructional Materials (IMs) are well 3.57 Moderately High
constructed (model and mock-ups) Perception
TOTAL 3.40 Moderately High
Perception

Table 3 shows the students’ perception in their TLE Laboratories. According to the
students’ self-assessment of their perception on tools and equipment, these are available and got
the highest mean of 3.72 which is interpreted as Moderately High Perception. But most of
them perceive that it is not enough to the number of the students individually and per group. It
only got the mean of 3.29 interpreted as Indifferent. According to the study of Albarico et al.
(2014), it was revealed that in Mindanao State University, there are available instructional
materials (tools and equipment) for all areas in the TLE program and it is used appropriately in
the corresponding subjects. It was also revealed that availability of tools and equipment helped to
carry out the achievement of the TLE program by engaging students in interactive learning and
considering the varied interest, abilities and maturity levels of the student.

In schools, health and safety are the top priorities especially in TLE laboratories where
students are prone that’s why a first aid kit is one of the most important necessities in every
laboratory. The statement in this table that got the lowest mean of 3.23 is the availability of first
aid kit, interpreted as Indifferent which means that a first aid kit is not available in all
laboratories. This contrasts with the study of Khalid et al. (2018), where it was found that all 11
schools (100%) visited had a first-aid box. Although all the schools in their study had first aid
box, it is very disappointing that none of the first aid box was fully equipped.

2. Career Track/Strand that the students would like to pursue.

Table 4
Pre-Survey and Post Survey

PRE-SURVEY POST SURVEY

Track/Strands Frequency Rank Frequency Rank
STEM 192 1 192 1
ABM 67 2 76 2
HUMSS 56 3 47 3
HE 5 4 4 5
ICT 4 5 5 4
VMA 3 6.5 3 7
GAS 3 6.5 3 7
AFA 2 8.5 3 7
SPORTS 2 8.5 0 11
PA 1 9.5 2 9
IA 1 9.5 1 10
TOTAL 336 336

Table 4 shows the frequency of pre-survey and post survey of the students who choose
the specific track/strands in SHS. It is obvious that STEM ranked number 1 in all strands and got
the highest frequency of 192. According to the result of the study of Serito et al. (2017), the
priority career choice of the students is under the STEM strand, that the respondents will take an
engineering course in college and will take an engineering career. On the other hand, Sports
track got the lowest rank having a frequency of 2 in pre survey while 0 in the post survey.

From the study of Abarro (2016), TVL is the second track that the students want to
pursue in SHS having a frequency of 353 out of 721 in total, similar to the present study in which
TVL track is also on the second rank having the frequency of 8 out of 336 respondents. It means
that the students want to study Academic Track than TVL track.
 Percentage of SHS track Percentage of SHS track
(Pre- Survey) (Post Survey)
0.88
0.6
0.88
0.6 1.17 0.59
0.89 STEM
STEM 0.88
1.2 0.89 0.3
ABM 0.29 ABM
0.3 1.47
1.49 HUMSS 0 HUMSS

HE ICT

ICT HE
16.67 15.25
VMA VMA

GAS GAS

57.4 AFA 56.3 AFA

19.94 22.29
SPORTS PA

PA IA

IA SPORTS

The first pie chart shows the pre- survey percentage of students’ in choosing SHS
track/strands. The entire circle encompasses all track/strands in SHS. The sectors represent
specific percentage of students who choose the track/strands, (Academic Track; Science,
Technology, Engineering and Mathematics (STEM) with 57.4 percent; Accountancy, Business
and Management (ABM) 19.94 percent; Humanities and Social Sciences (HUMMS) 16.67
percent, General Academic Strand (GAS) 0.89 percent, Technical Vocational Livelihood Track
(TVL); Agri-Fishery Arts (AFA) 0.6 percent; Home Economics (HE) 1.49 percent, Industrial
Arts (IA) 0.3 percent , Information and Communication Technology (ICT) 1.2 percent, Sports
Track 0.6 percent and; Art and Design Track; Visual and Media Arts (VMA) 0.89 percent and
Performative Arts (PA) 0.3 percent. After the intervention, it is clearly presented on the second
pie chart showing the post survey that a minimal change slightly affects the percentage of the
students’ choice in SHS track.
3. Factors affecting students’ decision in choosing Senior High School track/strand.
Table 5
Pre-Survey and Post Survey of Factors
PRE-SURVEY POST SURVEY
Factors Frequency Rank Frequency Rank
Interest 272 1 258 1
Course/College 158 2 182 2
Parents 126 3 144 3
Friends/Peers 47 4 96 4
Trends 17 5 20 5
Teachers 12 6 9 7
Facilities/Laboratories 11 7 10 6
Others 3 8 4 8.5
Promotional Video 4 8.5

This table presents the Factors affecting the students’ decision in choosing SHS
track/strand. First in rank is Interest that got the highest frequency of 272, based on the
confident answers of the students. It is similar to the result of the study of Penedilla and Rosaldo
(2017), in choosing a career, suitability to the interest of the students is given importance.

Next in rank is Course or college having a frequency of 158, for the students depend their
decisions on the course they want to pursue in college. From the summarized findings of Gantz
(2016), in his study, the students chose their strand based on their long-term dream, which
clearly states that it affects their choice of track/strand because they want to align their chosen
tracks/strand based on what’s their interests in life. Least of the factors are teachers with a
frequency of 12 and facilities or laboratories having a frequency of 11. In general, the factor
most affecting student’s decision in choosing their SHS career track/strand is their own interest.
CONCLUSIONS AND RECOMMENDATIONS

Most respondents are inclined to take Academic track specifically STEM strand in Senior
High School. The result implies that in choosing their career, interest is the influential factor that
affects their decision. Thus, students also depend their decision in the course they want to pursue
in college in choosing career track in SHS.

Based on the students’ assessment, their perception in TLE specialization is rated as

“Moderately High Perception”. It is a strong indication that they have a positive view in TLE
subject. They enjoy and actively participate doing TLE activities. Students perceived that TLE
teachers are qualified and competent to handle TLE subjects. Although student perception in
their TLE teachers got the highest mean interpreted as Moderately High Perception, it is
evident from the result that the teachers lack new teaching strategies. However, TLE laboratories
got the lowest among all the perception of students. It implies that TLE laboratories in
Laboratory High School is not conducive to learning that affects student’s performance in
achieving broader knowledge and skills.

It contrast the hypotheses of the study that TLE specialization affects chosen career track
because students have the chance to explore the four main courses. All things considered, no
matter how high the perception of the student in their TLE specialization, even with the
promotional video presented to the students, their decision in choosing SHS track/strand was not
affected.

With this result, teacher must also consider using new teaching strategies that will
encourage and motivate students to learn more and enhance their skill in particular
specialization. Also, TLE laboratories need improvement to provide better services and make it
conducive to learning. They should make adequate quantity of the basic needs in every facilities
and laboratories like, first aid kit, tools and equipment. The result of the study would be a great
help to the administration of LHS if they wish to improve their facilities and laboratories and
offer TVL track in SHS.
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