EXPECTATION VERSUS REALITY: CAREER OPPORTUNITIES OF TVL

STUDENTS

Thesis Presented to
The Faculty of SHS Department
Davao Doctors College, Inc.
Gen. Malvar St., Davao City

In Partial Fulfilment of the Requirements

In Practical Research 2
st
1 semester, SY 2020–2021

Mechie L. Aparece, LPT

Instructor

Members:

Lugo, Ashley May P.

Cejas, Bench Eidrech
Bersamin, Margie
Montecillo, Ricky
Gocotano, Jeneline

October 2020

1
 APPROVAL SHEET

This thesis proposal, entitled ___Expectations VS Reality: Career Opportunities of

TVL Students, prepared and submitted by Group 2 in partial fulfillment of the requirements in
Practical Research 2, has been examined and is recommended for acceptance and approval for
oral examination.

Mechie L. Aparece, LPT

Adviser

Approved by the Committee on oral examination with a grade of ________ on ___(date)___.

____________________________________
Chairman

_________________________ __________________________
Member Member

2
ACKNOWLEDGEMENT

The researchers would like to express their sincerest gratitude and admiration to the

following individuals who greatly contributed to the success of this study.

The researchers’ research adviser for the 1st semester, Ms. Mechie Aparece, LPT for sharing

her proficiency and expertise in the subject that helped the researchers in the starting phases of

their research endeavor.

The researchers' validator, Mr. Kim Karlo Tom Amorado, LPT; Mr. Roy Felix Atrabio, RN

and Mr. Henry Branzuela, LPT for giving their time and did not hesitate to review our research

instrument, for giving comments, suggetions, and reccommendations.

The researchers’ class adviser, Mrs. Leonora Sibayan, LPT; subject teachers, classmates,

and friends for their encouragement and undying support.

The respective families of the researchers, for their unending love and support to the

researchers as they undergo in creating this research study through providing moral and financial

needs.

To the Almighty God for giving the researchers’ guidance, strength, and wisdom in the

process of making this research endeavor. All the blessings and successes of this study are all

thanks to Him.

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TABLE OF CONTENTS

PAGE

Title Page 1

Approval Sheet 2

Acknowledgement Sheet 3

Table of Contents 4-5

Lists of Figures 6

CHAPTER

Background of the Study 7-9

Statement of the Problem 10

Scope and Delimitation of the Study 10

Significance of the study 11

Review of Related Literature 12-17

Theoretical Framework 18-19

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Conceptual Framework 20

Research Design 21

Research Instrument 21

Respondents of the Study 22

Validity of the instrument 22

References 23-24

APPENDICES 25

Letter of Request 26-28

Survey Questionnaire 29-32

Summary of ratings 33

Validation Sheet 34-36

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LIST OF FIGURES

Figure Page

1. Conceptual Framework Showing the Variables of the Study 21

6
 Chapter I

Background of the Study

Most students from Senior High School find it difficult in making a realistic career choice.

The decision as to what career path to pursue is a critical decisions that students make at this time

in their lives. (Johnson & Chapman, 1979, as cited in Ampofo, 2016). Amir & Gati (2006) In a

world of chaos, people exist. One area of life in which confusion plays an important role is that

career choices. (As cited in Limjuco, Diamante, Laya, Canda, Dayon, Hontiveros et al., 2018).

One of the most significant aspects of the growth and personal satisfaction of an individual is

deciding on a career. According to Creed & Paton, (2001) For young people, making choices about

career is an important activity. (As cited in Limjuco, Diamante, Laya, Canda, Dayon, Hontiveros

et al., 2018). Not all young people can quickly make career choices, and many have episodes of

decision making before settling. The Department of Education has been trying to implement

changes in the Philippine school system to keep up to global standards that is because of the

increase in unemployment and under-employment rate in the country every year. Some of which

include innovative teaching strategies like Cooperative Learning Strategies, Four-Pronged

Approach, change in Teaching time and the usage of both English and Mother Tongue as a medium

of instruction and the most controversial and flabbergasting program was put to effect, the K to 12

program. One of the goals of the K to 12 Basic Education Program is to develop in learners the

competencies, work ethics, and values relevant to pursuing further education and/or joining the

world of work. To achieve greater congruence between basic education and the nation’s

7
development targets, work Immersion, a required subject, has been incorporated into the

curriculum. (Dep.Ed. Order No. 30 series of 2017).

Lawer (2007) examined the efficacy of professional development in senior secondary

school in Kumasi Metropolitan and concluded that the number of learners were unaware of major

occupational groups in Ghana, knowledge of training and skills needed for jobs in the different

occupations, working condition, gaining, and other occupational benefits. And they had no better

understanding with their desires, talents, skills in profession. This clearly indicate that most of

them were not worried about their future careers. (As cited in Ampofo, 2016).

Job insecurity in the Philippines is reported to have caused stress in Filipino businessmen

(Manila Standard Today, 2006 as cited in Limjuco, Diamante, Laya, Canda, Dayon, Hontiveros et

al., 2018). Career uncertainty seems to have a negative effect on people's lives. However, what

gives rise to this uncertainty is the difficulty to Filipino's career options while they are in school,

caused by personal factors and external factors, including the political and economic environment.

Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of 80

hours of hands on experience or work simulation which the Grades 11 and 12 students will undergo

to expose them to the actual work place setting and to enrich the competencies provide by the

school under the supervision of the school Head and the designated personnel of the partner.

(Dep.Ed Order No. 40, series of 2015). According to the Department of Labor and Employment,

this program when fully realizing its goal will produce job-ready graduates equipped with industry-

based skills. DOLE strongly affirms that work immersion contributes to the full realization of the

objectives of the K to 12.

In Region XI, Davao City in particular, Suyao (2013) reported on the joining of the

Regional Career Advocacy Congress. This operation was carried out in collaboration with TESDA

8
Regional Office, Department of Science and Technology XI (DOST XI), Professional Regulation

Commission Regional Office (PRC XI), Department of Education XI (DepEd XI), Commision on

Higher Education (CHED XI). The goal was to develop a new job and career guide for high school,

senior high school and college students. This undertaking was called upon to resolve the disparity

in employment and skills and to respond to the rising gap between competencies. (As cited in

Limjuco, Diamante, Laya, Canda, Dayon, Hontiveros et al., 2018).

There are many studies have explored the aspects of career choices and career

opportunities. However, none of these studies explored the caused of these factors. For instance,

Is there a significant relationship between the expected and available career opportunities for the

TVL Caregiving students?

The aforementioned situations motivated the researchers to conduct the study on

career opportunities of TVL Caregiving graduates to identify and determine the factors affecting

their expected and actual careers choices. The results and findings of the study will hopefully

provide the students with experiences that expand the exploration process and a wide range of

career information on all the available careers so that they may be able to explore widely before

making their choices.

9
Statement of the Problem

The main objective of this study is to determine if the expected career opportunities being

taught in Technical Vocational Livelihood programs and traditional academic classes address the

current and future needs in terms of working opportunities in real life setting. Specifically, it sought

to answer the following questions:

1. What are the essential competencies, skills and values a TVL student should possess? How

does it help in landing a job in the future?

2. What are the expected career opportunities of TVL students?

3. What are the actual career opportunities of TVL students?

4. Is there a significant relationship between the expected and available career opportunities
for the TVL students?

Scope and Delimitation of the Study

This study limits its coverage only to the Senior High School Graduates of Davao Doctors

College under TVL Caregiving for the school year 2019-2020. The study will focus on the factors

of Expectations vs Reality: Careers Opportunities of TVL students.

The primary data will be descriptive in nature to determine an actual representation of the

students who experienced the Expectations vs Reality: Careers Opportunities of TVL students.

10
Significance of the Study

The outcome of this research can provide information and findings that will be beneficial

to the following:

To The Policy makers – this study may help them in implementing laws, policies in strengthening

the career opportunities of TVL students.

As a whole, results of this study will help future researchers and readers for this may provide

baseline information about the Expectation versus Reality: Career Opportunities of TVL students.

To the Administrators - Through this research study, it will help the school administrators to

understand the relationship between the expected career and actual career opportunities of TVL

students; aiding them to find ways in strengthening both variables.

To the Teachers - This research investigation will help the stated beneficiaries in enhancing

teaching strategies by building up the understanding of the expected career and actual career

opportunities for students’ betterment.

To the TVL Students - This research endeavor will aid the students of this institution by

exhibiting knowledge about the expected career and actual career opportunities; and how these

two variables affect how students perform in career paths they will take.

To the Future Researchers. The study will help the future researchers through presenting

literatures that will give the beneficiaries ideas and understanding about the expected career

opportunities and actual career opportunities available for TVL students.

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 Chapter II

Review of Related Literature and Theoretical Framework

This chapter is consisting of the review of related literature and studies, the theory upon

which the study is being based, framework itself including its presentation in the form of a

paradigm and the research hypotheses.

Related Literature and Studies

This chapter deals with the readings and studies from books, researches, publications,

journals and from internet sources, which served as the reference by the researchers in relation to

the study on expected and actual career opportunities for TVL students.

Essential competencies, skills and values a TVL student should possess

Technical Vocational Education (TVE) is that aspect of education that exposes the learner

to the acquisition of demonstrable skills that can be changed into economic advantages by applying

skills on the job (Ayonmike & Okeke, 2017). Aside from that, TVE is further defined by Audu,

Musta'amal, Kamin & Saud (2015) as the educational aspect that leads to the acquisition of

practical and applied skills enabling its recipients to secure employment in a given occupation.

These skills are said to be acquired in a well-established and functional workshop with the right

tools, equipment, and machines for effective implementation of the program. In the same study of

Ayonmike & Okeke (2017), it was found out that the government, school administrators,

industries, and TVE professional organizations must play a greater role in ensuring that TVE

programs are updated and improved.

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 This can be accomplished by adequate provision of human and material resources and

infrastructural facilities, sharing of resources between industries and TVE institutions, and regular

organization of television training and retraining programs. Besides, a supportive school

environment is an important part of the successful implementation of the curriculum. This is

because the availability of appropriate workshop facilities, tools, equipment, and machines in the

school setting enhances student learning by allowing them to be involved in demonstrations and

practice. This will then result in the continuous building of the students' skills (Audu et. Al., 2015).

It was found out in the study of Riyanti, Sandroto & DW (2017) that soft skills

competencies such as initiative, self-confidence, and assertiveness, have a significant effect on the

technical vocational school graduates in becoming an entrepreneur. Aside from that, the hard skill

competencies such as the human resources capability competency and production capability

competency have also a significant effect on the intention of the technical vocational graduates to

become an entrepreneur. Thus, a greater emphasis must be put on the direct practice of the learning

process. This is to create more competencies among the vocational school graduates.

Furthermore, according to the study of Abdullah-Al-Mamun (2015), soft skills help

technical-vocational students to develop their employability skills and it also makes them

confident to work in a performance-oriented work environment as a critical lifelong learner.

Students with soft skills have also a much better chance of survival in the critical corporate world

as compared to the students who do not possess the so-called soft skills.

Career expectations of TVL students

With the unpredictable future, most learners who fail to proceed to college or chose to work

after Senior High School, find themselves enrolled in Technical Vocational Institutions to acquire

13
skills for gainful income. A study made by Wesonga (2015), found out that technical vocational

skills have a positive influence on the socioeconomic status of the students and that 74% of the

respondents take pride to use the skills gained in getting or creating jobs. Moreover, it was found

out that vocational skills training offered helped in alleviating poverty, decreasing the number of

families and individuals suffering, as well as in improving the socio-economic status of those who

gain such skills in the society.

Technical vocational graduates have high hopes for their future just the same as all the

other graduates. One of the expectations of technical-vocational graduates is quick employment.

Another expectation is from the practitioner employer and university educators. However,

practitioner employers and university educators have different expectations concerning important

vocational skills for graduates. That is why in the study of Howcroft (2017), he revealed that the

expectation gaps between the above stakeholders appear to exist owing to the conflicting views on

the purpose of university education.

In Tanzania, a study was conducted in two business schools to examine and compare the

job opportunity expectations of the students concerning the industry demand, professional

specialization, and the demographics before graduation. Aside from that, the level of satisfaction

in terms of knowledge, skills, and competencies of the students was measured. With the conduct

of the study, it was found out that there is a high expectation of the students when it comes to job

opportunities. With this result, it was suggested that the excessive job opportunity by the students

should be managed to avoid misconceptions after graduation and to make them fully ready to face

the harsh reality of the corporate world after graduation (Mbise, 2016).

Meanwhile, a study conducted in Spain by Alonso-Borrego and Romero-Medina in 2015

aimed in understanding the wage expectations of Higher Education students. In the results of their

14
study, they have found out that a significant difference between the wage expectations between

women and men. It was indicated that women have systematically lower wage expectations as

compared to men. The result also showed how the wage expectations of the students do not match

the current market wages. Nevertheless, the students' wage expectations slowly become realistic

as they approach graduation.

Reality in the career opportunities for the TVL students

A study conducted in Uganda by Kintu, Kitainge & Ferej (2019) revealed that Technical,

Vocational Education and Training (TVET) graduates have difficulty in their transition from

institutional admission to the world of work. This implies that there exists a major labor market

entry problem. That is why, it is recommended for TVET institutions to establish an active labor

market information system that will analyze, collect, evaluate and provide labor market

information to identify evolving occupations, skills shortages, and areas of skills oversupply and

redundancy. In addition, an increase in the apprenticeship programs should also be prioritized by

the TVET institutions together with the adoption of approaches such as case studies, project-based

learning, real-life problem-based learning, and teamwork learning activities.

The difficulties experienced by the TVET graduates are the result of the improper and

inappropriate teaching methods given to them. A survey conducted by the Asian Development

Bank (ADB) in 2015 indicates that TVET programs are not based on industry and job market

needs. It also revealed that one of the biggest problems is the lack of coordination among the

industry and the training providers.

This is further supported by the study of Andin and Ambotang (2015), they found out that

some technical vocational instructors do not have industrial experience. In other words, the

15
instructors do not possess the necessary and relevant experiences that can be shared with the

students. Moreover, the acquisition of such industrial experience enables the instructors to deliver

and assess TVET programs relevant to the current industry practices. Hence, TVET institutions

should manage interchange and partnership between institutions and industry. This is to ensure

that instructors learn and update their knowledge and skills to enhance their pedagogical skills

(Anderson & Kopson, 2015).

Another reason for the difficulty of the TVET graduates according to Idiali (2014) is that

during their learning years, the class sizes of their training rooms do not match with the supply and

provision of training resources. Due to this incompatibility, the instructor cannot successfully

attract and retain the attention of all learners during the demonstration and practical activities

according to the new curricula and while using a competency-based teaching approach. The

instruction supposedly is a very important aspect since it is focused on task-oriented, problem-

solving that generally occurs in the workplace when the worker learns how to improve job

performance, demonstration of applied context, aiming, and reinforcing academic skills.

The study of Ogbuanya, Njoku, Kemi & Ogunkelu (2018) showed that there exist 10

challenges of the Student Industrial Work Experience Scheme in developing the needed skills in

the industry. As a result, most technical vocational graduate students found themselves in a

helpless situation of securing a place of industrial attachment and in employment in the industry.

In the findings of Shrestha (2016), it highlights how vocational graduates are having a

problem with the implementation of the learning they acquired into their jobs. This is primarily

due to the lack of proper coordination between the TVE training providers and the job market.

TVE courses are not also regularly updated as per need of the job market while instructors are not

technically sound and the training institute is insufficient in terms of the equipment.

16
 Employers have disclosed that they think high school graduates do not have what it takes

to be hired right away. They added that they lack the basic foundational skills to start in entry-

level positions (Bromberg &Theokas, 2016). The authors also added that this is primarily caused

by how students are meandering towards graduation. This is the result of the misconception of

high school institutions that only put emphasis on graduating rather than ensuring that a cohesive

curriculum, which is aligned to the coursework and future goals of the students, is readily

accessible for the students. In other words, instead of producing college and career-ready

graduates, it turned out that the students are not prepared for either.

Despite the efforts exerted by the government, school administrators, industries, and

institutions, it is inevitable for the students to face challenges related to the acquisition of practical

skills. Dasmani (2016) revealed that due to the inadequate supply of instructional materials, large

class sizes, inadequate training facilities, weak linkages with local industries for hands-on-

experience for both instructors and trainees lead to ineffective and inefficient training of students

while the emphasis is placed on passing the final examination. He further recommended that

stakeholders must complement the government's effort in the provision of training resources.

Generation of effective industrial attachment schemes that will enable the learners to gain the

practical knowledge required for the workplace through hands-on experience in local

organizations.

Another is that instructor training initiatives through pre-service and in-service modes will

yield an improvement in instructional quality. Students should also be encouraged to have their

personal basic tools. In connection to this, a tool-acquisition scheme must be introduced to the

students to help them when purchasing their own basic tools (Dasmani, 2016)

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Theoretical Framework

This study anchored John L. Holland's theory of vocational personalities. The origin of the

said theory can be tracked down in his Psychology of Vocational Choice published in the year

1966. The theory of Holland regarding vocational personalities is formulated around the

fundamental observation in which people possess different behaviors, interests, and traits. The said

category can be put under into six groups or types namely: Realistic, Investigative, Artistic, Social,

Enterprising, and Conventional (RIASEC). Each of the category characterizes into what type of

person who may gravitate to, choose, and enjoy a specific occupation or vocational area.

With the use of the RIASEC typological system together will help individual to determine, cross-

examine and match people who represent specific types with similar typed environments, career

counselors can enhance the likelihood that their clients will make satisfying career choices that

lead to career stability and ultimately to the career success and achievement.

This system or RIASEC will help individuals in assessing their traits and

characteristics to process their needs that affect their decision in the search for a better job.

Also, this suggest that human existence is affected or motivated to achieve higher in order to

fulfill their basic need and wants because it gives them a clear knowledge of path that they

will walk for. And this theory gives a human motivation specially in competence, autonomy

and most especially the relatedness to the job. And it helps human to boost their motivation

in attaining their growth and well-being with the guidance of this so-called RIASEC.

The RIASEC type of person is usually considered as a rugged, robust, reserved, practical,

and also materialistic individual. Individuals who belong to this type are usually subordinate

18
toward mechanical, physical, or technical activities where hands-on capabilities are paramount.

Also, the social support is the key to achieve social determination of an individual includes

social relationship and interactions. Also, stressed that students of Tech-Voc. must base on

the assumptions of RIASEC and this will lead to the influence about their expectation, behavior,

and different wants and choices of people that optimize their outcomes personally.

Technical vocational students are considered to be a RIASEC type. With this, they are

more inclined to realistic careers such as in construction crafts and support, crafts-mechanical or

crafts-electrical-electronic, food preparation, and in manufacturing and production (Career Key,

2020).

Thus, the study will focus on the following factors: the technical vocational and livelihood

track chosen by the respondents, their personalities, and the career opportunities available for

them.

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Conceptual Framework

Expected Career
Essential Opportunities
Competencies

Career
Values
Opportunities

Reality (actual)
Essential Stuff Career
Opportunities

Figure 1. Shows the framework of the study

The figure shows the conceptual framework of the study. It shows the relationship upon

the variables being studied. It means that the expected career opportunities of the TVL students is

dependent upon what is the available career opportunities for them.

20
 Chapter III

This chapter presents and discusses the research design, research instrument, respondents of

the study and validity of the instrument.

Research Design

This study used the non-experimental research design, specifically, the comparative

research study. The primary purpose of this research study is to determine the either similarities or

differences between expected career and actual career opportunities of TVL students. We used

comparative design because according to Richardson (2018), comparative research compares the

two groups in order to draw conclusions about them. The researchers will try to identify and

analyze the similarities and differences between the groups, and these studies are often conducted

nationally, comparing two different groups of individuals. Comparative studies can be used to

enhance understanding between cultures and societies and to form a basis for compromise and

cooperation. These studies include both quantitative and qualitative research methods.

Research Instrument

The researchers’ uses the universal design that contains forty survey question and is divided

into two parts: the Career Expectation Questionnaire and Reality Expectation Questionnaire. The

survey will be disseminated through google forms. The TVL Caregiving graduates will be asked

to rate each item along a four-point scale ranging from 4 (Strongly Agree) to 1 (Strongly Disagree).

21
Respondents of the Study

The respondents of this study are the students who graduated TVL Caregiving in Davao Doctors

College Inc. School Year 2019-2020 that who are currently working now.

Validity of the Instrument

As emphasized by Maricon (1975), “an instrument is considered valid if it measures what is

intends to measure and has the ability to gather data suited to the specific purpose of the study. On

the other hand, it is reliable when test is dependable self-consistent, and stable.” (As cited in

Mananap, 2017).

Hence, the instruments used for the respondents profile were valid and reliable for they were

evaluated and criticized by the English Teachers of Davao Doctors College Inc. namely, Mr. Kim

Karlo Tom Amorado, Lpt, Mr. Roy Felix Abrio, RN, Mr. Henry Branzuela, LPT. The researchers’

obtained a total mean of 3.85 from the expert validators which made the research instrument valid

and reliable.

The researchers’ also adopted a research instrument from the study of Alpern, Rachelle &

Canavan, Maureen & Thompson, Jennifer & McNatt, Zahirah & Tatek, Dawit & Lindfield, Tessa

& Bradley, Elizabeth. (2013). Development of a Brief Instrument for Assessing Healthcare

Employee Satisfaction in a Low-Income Setting.

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Idiali E (2014) Creating an enabling environment for the teaching and learning of vocational and
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APPENDICES

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SURVEY QUESTIONNAIRES

Name:____________________________ Email Address:________________

Gender:________________ Sex:_______

REALITY CAREER QUESTIONNAIRE

Completion Instructions

Simply score the following statements from

1 to 4 alongside each preference. If you strongly disagree with a statement – score 1, and if

you strongly agree score 4.

Strongly Agree Disagree Strongly

Agree 3 2 Disagree
4 1
1. The manager of this organisation is
supportive of me.
2. I receive the right amount of support and
guidance from my direct supervisor.
3. I am provided with all training necessary
for me to perform my job.
4. I have learned many new job skills in this
position.
5. I feel encouraged by my supervisor to
offer suggestions and improvements.
6. The management makes changes based
on my suggestions and feedback.
7. I am appropriately recognized when I
perform well at my regular work duties.
8. The organisation rules make it easy for
me to do a good job.

29
9. I am satisfied with my chances for
promotion
10. I have adequate opportunities to develop
my professional skills.
11. I have an accurate written job
description.
12. The amount of work I am expected to
finish each week is reasonable.
13. My work assignments are always clearly
explained to me.
14. My work is evaluated based on a fair
system of performance standards.
15. My department provides all the
equipment, supplies, and resources
necessary for me to perform my duties.
16. This buildings, grounds and layout of this
facility are adequate for me to perform
my work duties.
17. My co-workers and I work well together
18. I feel I can easily communicate with
members from all levels of this
organisation.
19. I would recommend this health facility to
other workers as a good place to work.
20. How would you rate this health faculty as ⬜ ⬜ ⬜ ⬜ ⬜ ⬜ ⬜ ⬜ ⬜ ⬜
a place to work on scale of 1 (the worst) 1 2 3 4 5 6 7 8 9 10
to 10 (the best)? Worst...........................................Best

30
Name:____________________________ Email Address:________________

Gender:________________ Sex:_______

EXPECTATION CAREER QUESTIONNAIRE

Completion Instructions

Simply score the following statements from

1 to 4 alongside each preference. If you strongly disagree with a statement – score 1, and if

you strongly agree score 4.

Strongly Agree Disagree Strongly

Agree disagree
4 3 2 1
1. Enough salary to provide my needs

2. Being able to work when and

where I want so long as I can deliver results
3. Career Progression or Promotion
4. Being given challenges which
stretch me intellectually.
5. The amount of work expected of me
by my company should be
reasonable
6. I should be provided with health
benefits by my company
7. The company provide opportunities
8. A motivated workplace with
enthusiastic employees

9. Positive effect on employee well-

being
10. To land a job as a TVL graduate
11. Building good relationship with
my co- workers.

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12. To be motivated through proper
training
13. The company provides the
uniform to wear at work
14. Effective Communication
15. Effective Leadership

16. Effective Time Management

17. Professional Environment
18. Over time pay applies
19. I should have the tools and
resources that I need to do my
job
20. My company should not force me
to stay back after working hours if
I complete my work on a timely
basis.

32
Summary of the Ratings of Expert Validators

Name of the Validator Mean Rating

Mr. Kim Karlo Tom 1.3

Amorado, LPT
Mr. Roy Felix Abrio, RN 1.2

Mr. Henry Branzuela, LPT 1.35

Overall Rating 3.85

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VALIDATION SHEET

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