1

UNDERSTANDING THE ENDEAVOR OF GRADE 11

ACLC STUDENTS IN TVL- ICT

AS THEIR STRAND

_________________________

A Senior High School Research Paper

Presented to the Faculty Of The

SENIOR HIGH SCHOOL DEPARTMENT OF ACLC

Tacloban City

____________________________

In Partial Fulfillment of Requirements

of the

Subject Inquiries, Investigation,

and Immersion and Capstone Research

_____________________________

By :

Dequina, Mike Renier Candia, Johnwen Carl

Albao, Jon Jon Amoroto, Lay-an

Calma, Charles Rovic Ladan, Sandra

Espinosa, Dyric Jasper Astronomo, Shane

Jurilla, Kevin Enerlan, Czejan Nicole

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S.Y 2022
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TABLE OF CONTENTS

TITLE PAGE ................................................................................................................... 1

TABLE OF CONTENTS................................................................................................... 2

CHAPTER I INTRODUCTION

Background of the study ............................................................................................ 4-5

Statement of the Problem............................................................................................... 6

Significance of the Study ............................................................................................ 7-8

Scope and Delimitation ........................................................................ 9

Theoretical Framework .......................................................................... 10-12

Definition of Terms.............................................................................. 12-13

CHAPTER II REVIEW OF RELATED LITERATURE

Related Literature............................................................................... 13-16

Related Studies................................................................................... 17-23

iv

CHAPTER III METHODOLOGY

Research Design................................................................................ 24-24

Respondents of the studies ............................................................................... 24

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Research Locale ................................................................................ 25

Research Instrument.......................................................................... 26-27

Data gathering procedure.....................................................................27-28

References ..........................................................................................29

Informed consent for the respondents................................................ .30

Principal Consent ................................................. ...............................31
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CHAPTER I

INTRODUCTION

Background of the Study

In understanding the Endeavor of Grade 11 ACLC Students in TVL-ICT as their

strand the researchers would like to have a better understanding of the difficulties faced

by the students and how to further improve them. There is no doubting that learning and

education face numerous problems currently. Education is a human enterprise. It

prepares a person for life and the future. It helps people make informed selections. It

enables children to interact with others and gain a greater understanding of themselves,

our environment, and their place on it. But this time we face the biggest challenge of our

life, to study online or to do virtual classes in which it affected our learning capabilities. It

mostly affected IT students because they need to do hands-on activities in schools

which is hard to do due to a lot of risk and restrictions.

Studying via online courses is very important in this day and age, pilot study was

conducted in a self-selected group of students in the School of Education, it was found

that the majority of under-graduate students had sufficient capability in ICT usage and

frequent Internet access. Only a handful of them had learned this in formal secondary

school. Furthermore, they appeared to be able to direct their learning (self-regulated

learning skills). Many of them thought that they lacked the necessary prior knowledge to

obtain their degree.

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They would have wanted further instruction to boost their results. They desired

that courses be delivered via mobile devices. These courses' curriculum integrates past

and current learning topics; therefore, they are sometimes referred to as bridge courses.

According to the findings of this study, bridge lessons can be beneficial. Students come

to university with a variety of talents and experience. This research aims to understand

(1) Gain insight into the opinions of Gr 11 students who selected TVL-ICT (2) Identify

the issues they ran into when choosing TVL-ICT (3) Learn about the endeavors of

ACLC TVL-ICT Gr 11 students (4) Describe the benefits of TVL-ICT based on the

students.

Taking TVL-ICT strand subjects is a good starting point if you want to take IT-

related courses in college. Learning the basic concepts will give enrollees of ICT strand

enough edge to excel. Aspiring programmers may choose to study software and

network engineering. Those who want to enter jobs in the creative field may take

multimedia arts, digital illustration, animation, and graphic arts.

The researchers conduct this study in order to help and promote exact

recommendations for the students in terms of the problems they encountered in taking

strand of TVL – ICT on their Senior High School. This study will serve as instrument and

guidance for the students in ACLC TVL-ICT Grade 11 students.

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Statement of the Problem

This study aims to determine the problems encountered by the Senior High

Grade 11 TVL-ICT students in ACLC Tacloban City enrolled in the School Year 2021 –

2022, in the use of Understanding the Endeavour of Grade 11 TVL-ICT students as

their strand.

Specific Problems:

1. Why Grade 11 ACLC students choose the TVL-ICT track?

2. What are the factors that affect the students in choosing the TVL-ICT strand?

3. What is the impact of the TVL-ICT strand on the grade 11 students in ACLC?

4. What are the Advantages of this track to the Grade 11 ACLC students?

5. . How this strand can help the grade 11 ACLC students even not pursuing a

college degree?
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Significance of the study

This study will be undertaken to determine the problems by the Senior High

Grade 11 TVL-ICT students in ACLC Tacloban City enrolled in the School Year 2021 –

2022, in the use of Understanding the Endeavour of Grade 11 TVL-ICT students as

their strand

Results of this investigation could be highly significant and beneficial specifically

to the following:

The Students. Will benefit to this research especially those who will take

the TVL-ICT strand because they will know how hard and how fun being that

strand it will help them to understand the situation they will also know what to do

and how to act in that situation they will know why the grade 11 students choose

that strand and what are the impact of that strand on students everyday living

The Teachers. They will know how to improve their teaching strategy and

at some point, they will understand their students behavior they will also know

the right thing to their students and it will improve their relationship in their

students.
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The Parent. also benefits on it they will know if their child enjoys the strand or

suffer in that strand and to those students that does not talk to much about their

problems in the school it will help them to express their experience and feelings in that

strand in that way even the their parents cant watch on them every time atlest they will

understand their child with the help of this research.

The Curriculum implementer. they will able to understand how the TVL-ICT

students feeling and why do some students choose that strand and what are the

reason that the students still choosing the strand

Department of Education. This will help them to have a knowledge of the real

situation at the school level and, thereby, respond with appropriate policies to improve

the learning situation.

Future Researchers. This research will be a very useful reference for

researchers who would aim to make related study in the future.

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Scope and Delimitation of the Study

This research will be focused on the Endeavor and the hardships that the Grade

11 Students face. This research study will include TVL-ICT Grade 11 Students enrolled

in the school year 2021-2022. The entire population is 164 and we use the slovin’s

formula to get the sample size of 116 students we will use the snowball sampling the

student must

be In Grade 11 TVL-ICT (ACLC) Tacloban City Real Street.

This research will not include the other strand or students in other school

because the other strand is unrelated to our strand, and because the students in the

other school will be in different place it will be hard to us to travel to another place due

to the threat of
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Covid-19 Pandemic that kill a lot of lives.

Theoretical Framework

An educational program's principal goal is to facilitate student learning.

Assessments were intrinsically linked to student education and performance in

education programs. In this paper, the researchers presented some views on the

theoretical basis of understanding and its evaluation in cooperative education. There

are a number of theoretical views that were explored in an attempt at understanding and

characterizing investment learning (Eames & Cates, 2011; Van Gyn & Grove-White,

2011). These range from behavioral ideas to theories of cognitive development to more

recent socio-cultural views of learning.

This study anchor to the theory of Behaviorism of John B. Watson (1913). A

behavioral view of learning is about the influence and modification of human behavior in

the external environment (Mowrer & Klein, 1989). Shepard (2000) argued that the
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atomized, deconstructed, behaviorist approach to education led to the separation of

instruction and formal (summative) evaluation. This ‘building block' approach to learning

has focused on the student performance subcomponents rather than on performance as

a whole (Jones, 1999) and, in the case of work-based learning, ignoring the contextual

complexities of a practice (Eames & Cates, 2011; Van Gyn & GroveWhite, 2011).

Bruner (1990) argued that "the central concept of human psychology means the

processes and transactions involved in the construction of meanings" (p. 33).

Theory of Behaviorism, connected in this study because of the reason of

There are several implications for the evaluation of cooperative education of these

constructivist views of learning. First, the starting points of each student were probably

all different; each student has different levels of previous work and experiences. The

evaluation must, therefore, recognize that each student learns different things form his

or her job placement, each being of potential value and merit. Second, attention must

be paid to preparing students for their placement in ways enables them to draw on and

link their existing knowledge schemes to the possible recommendation for a working

environment. An evaluation needs to find ways to examine their reactions to both the

intellectual and emotional experiences they had. Third, assessment should include

ways in which student can link their previous experiences and knowledge (e.g., theories

developed in the classroom environment) to workplace practices. Fourth, procedural

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and conditional knowledge of the student must be emphasized. Finally, when preparing

students for their placement and subsequently evaluating their learning, it is advisable

to allow both verbal and imaginable learning expressions. Winter (2003) says that

evaluation practices need to recognize that learning "is a gradual process, so students

need time to digest their learning and make sense of it" (p. 120).

Principles of the theory of experience were often associated with cooperative

education and internships; this alliance was considered a natural fit for the experimental

component of these programs. John Dewey (1938) viewed experiences as an essential

part of learning; that we learn best when the phenomena under examination were

actually experienced, creating the familiar term ‘learning by doing'. Genry (1990) noted

that ‘students must be involved in the process. Experiential learning is active rather than

passive’ (p. 13). In other words, the experience of each student opened new ways to

look at things that provide new knowledge for viewing succeeding experiences.

Definition of terms

The following terms are further defined either operationally or conceptually:

Atomized - consisting of separate parts that do not have much contact with each other:

In our increasingly atomized society, more and more people live alone.
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Building Block - a unit of construction or composition especially: something essential

on which a larger entity is based.

Endeavor - tries hard to do or achieve something.

Information Communication and Technology (ICT) - is one of the strands offered in

the TVL strand.

Senior High School Technical-Vocational-Livelihood (TVL) Track - It is intended to

teach you technical skills and expertise in the use of tools and technology that allow

people to engage in the digital world.

Meta-concept - a presumptive concept necessary for rational deduction or

conceptualization.

Physiology is the study of how the human body works.

CHAPTER II

REVIEW OF RELATED LITERATURE

According to Matabang and Quimson (2019), in order to be relevant to the issues

of the twenty-first century, the Education department has converted to a K-12

curriculum. This is consistent with the Basic Education Sector Reform Agenda

(BESRA), which includes policies to improve key regulatory, organizational, structural,

economic, cultural, physiological, and analytic conditions affecting basic education

provision, access, and delivery in all primary and secondary schools. These policy
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amendments anticipate key improvements that will speed, widen, deepen, and maintain

the Department's initiatives to achieve desired performance in Achievement Test Test

Results and other equalization examinations. Immersion learning is a sort of experiential

learning that entails substantial instruction and involvement in a wide range of social

issues. Students will be able to learn in surroundings that are unfamiliar to them. In

preparation, a well-planned immersion has the potential to positively influence student

attitudes. It has a higher impact on students, particularly those who are struggling to

maintain behavioral gains. They can carry this positive attitude into their future work. It

is worth emphasizing that, despite the Department of Education's extensive efforts to

set legislation and standards that will ensure students' benefits, there is a need to

analyze if work immersion has achieved its goal of educating students' transition from

the old to real life. One alternate method is to assess the students' effectiveness in their

job experience. As a result, the conduct of this study is critical in measuring the

immersion performance of Bani, Pangasinan Grade 12 TVL students. It also assessed

the problems that the students encountered and how these issues affected their

immersion performance.

According to Nabuya, et al., (2019), because of the constant changes in working

life, academic institutions have had to modify current ways to ensure their students'

capacity. It has been stated in contemporary academic debate that the traditional

framework of formal education in schools is unable to deal with contemporary teaching

oppositions. As a result, less traditional components such as program and portfolio

effort have gradually been introduced into formal learning (Heikkinen et al. 2012).
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Furthermore, expanding hands on training intervals has been deemed prudent, as these

will guide more relevant, methodical, and negotiable learning, providing students with a

more adequate level (Harris et al. 2003). Workplace learning was a key component of

school-based vocational training training (Ministry of Knowledge, 2006). Nonetheless,

varied approaches to the composite domain of workplace learning demanded that the

concept as it related to this study be improved. Students' encounters with workplace

learning fluctuate depending on the sorts of activities they perform at work. Each high

school determined its proportionate task in the placement (Ministry of Knowledge,

2006). In relation to the K-12 curriculum, Velasco (2012) expressed optimism and

change for the country. According to her, because the culture values education and

pedagogy, the federal administration should fully support the initiative. According to the

Department of Education (2011), people who are not inclined to attend college but

prefer to pursue technical-vocational courses or entrepreneurship sectors would benefit

from K-12 as well.

The K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of Senior

High School[SHS]) to provide sufficient time for mastery of concepts and skills, develop

lifelong learners ,and prepare graduates for tertiary education, middle-level skills

development, employment, and entrepreneurship. According to the evaluation of the

Department of Education there is an insufficient mastery of basic competencies due to

the congested curriculum. Their findings show that for every 100 freshmen only two are

able to have a complete mastery of what they have learned in their high school
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(Department of Education, 2010). Also cases like high school graduates who look for

jobs so as to sustain their means to pursue tertiary education are considered

unprepared because of their competencies and maturity level. They are viewed as too

young to work because of their age which is 17 or 18; also they are not emotionally

mature to handle employment and entrepreneurship. Other countries also viewed that

the10 year cycle is already insufficient due to the fact that they were able to effectively

implement the K+12 education system (Department of Education, 2010).The

Department of Education (2010), also noticed some problems in the present curriculum

because it was observed that there was overcrowding of subjects thus leading tono

mastery amongst students and that there is no specialization because most subjects

focus on academics area but does not develop manual skills. Because of this, several

reforms were formulated and started but because results in improving the quality of

education is not easily seen, the Department of Education came forth in addressing the

improvement of the quality of education through their proposal of implementing the

K+12education system which is adopted in most countries around the globe.

Seeing all of this, one could assume that K-12 has benefits that could help in the

improvement of the quality of education basing from the cases of the different

developed countries like the United States, Australia, Britain and Canada. In the

Philippines though, it could not be effective enough for there are different standards and

requirements that the government and the Department of Education should work on

before its implementation. Also awareness among parents, students and teachers about

K+12 education should be promoted for its implementation given that most of these
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people see it as a burden rather than a help to improvement for our educational system.

It is true that specialization and improvement of skills which the K+12 education system

is highly recommended for is good in training students and it could be effective in our

country but at present and in the next 5-10 years, this would not work especially if we

are still faced with problems such as lack of classrooms, facilities, comfort rooms and

teachers who are not well-trained to adjust to theK+12 curriculum. Also the ability of the

government to release funds that would shoulder all the expenses in adopting this

education system is another pressing concern

RELATED STUDIES

Yildirim (2007) suggested that schools need to provide appropriate access to

technology. Furthermore, schools and related institutional systems need to employ new

policies to involve teachers in the decision-making and planning processes regarding

ICT in their classrooms. Lim (2007) conducted a qualitative study examining effective

and ineffective ICT integration in schools in order to provide tangible solutions. The

results showed that the availability of ICT tools, the establishment of disciplinary and

educational principles and procedures, as well as the division of labor among teachers,

teaching assistants and students are crucial elements to establishing a well-managed

ICT-integrated class. By emphasizing these elements, a learning process that is more

likely to engage students in higher-order thinking can be facilitated. Ertmer and

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Otternbreit-Leftwich (2010) reviewed the existing literature on the necessary elements

to enable pre-service and in-service teachers to apply ICT as a meaningful pedagogical

tool. They recommended that schools provide teachers with solid evidence supporting

the positive impact of technology-based and student-centered instruction on student

learning and achievement on standardized tests. For instance, schools can provide

opportunities for preservice teachers to observe a variety of examples and models,

which they can then apply with real learners. Schools need to help pre-service teachers

understand difficulties they may face when they begin to use ICT in their classrooms,

and present effective strategies for addressing them. In sum, school leaders should

ensure that teachers understand that the ultimate objective of technology integration is

to advance the teaching and learning process, not replace it. Developing a pedagogical

model requires a strong link between theory and application in order to help teachers

overcome the obstacles faced in technology integration (Keengwe and Onchwari 2009).

Thus, Staples, Pugach and Himes (2005) stated that good planning for technology

integration requires a special understanding of specific hardware and software related

to the curriculum. Staff development and teacher training are also indispensable to

supporting the curriculum

with technology integration.

Palak and Walls (2009) conducted a mixed study to investigate whether teachers

who frequently integrate technology and work at technology-rich schools shift their

beliefs and practices toward a student-centered paradigm. The results showed that their

practices did not change; neither student-centered nor teacher-centered beliefs are
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powerful predictors of practices. However, teachers’ attitudes toward technology

significantly predict teacher and student technology use, as well as the use of a variety

of instructional strategies (p < 0.05). Sang et al. (2010) focused on the impact of

Chinese student teachers’ gender, constructivist teaching beliefs, teaching self-efficacy,

computer self-efficacy, and computer attitudes on their prospective ICT use. The

findings confirmed the results of the study by Palak and Walls (2009) that the strongest

predictor of future ICT use were teachers’ attitudes toward it.

In addition to the influence of teacher attitudes, Sang et al. (2010) further

indicated that preservice teachers with highly constructivist teaching beliefs have

stronger intentions to integrate technology into their future teaching practices.

Furthermore, more confident pre-service teachers were more capable of and interested

in using computers in real classrooms. Thus, although teachers’ attitudes towards ICT

use were found to be the strongest predictor of technology ntegration, the impact of

their beliefs and confidence in using ICT should not be disregarded either. Internal

variables can partially explain the success of technology integration in the classroom.

However, the influence of these variables may change after participation in technology

preparation courses or programs.

Abbott and Faris (2000) examined pre-service teachers’ attitudes toward the use

of computers before and after a semester-long technology literacy course. The results

showed that positive attitudes toward computers increased after the course because of

the instructional approaches, meaningful assignments requiring technology, and

supportive faculty. Thus, the authors claimed that teacher education programs should
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teach preservice teachers not only how to use hardware and software, but also how to

incorporate computers into their teaching strategies and activities. The authors also

noted that small groups and collaborative learning are the most appropriate when

introducing new hardware and software because more advanced and experienced

teachers can assist those who need more technology learning support. Another similar

study was conducted by Doering, Hughes and Huffman (2003), who analyzed pre-

service teachers’ perspectives regarding ICT in their future classrooms before and after

participation in a teacher preparation program. Prior to taking the preparation courses,

teachers were doubtful about the utility of ICT in the classroom, implying that they would

closely examine and consider technology integration, rather than blindly incorporate it

into their teaching practices. After completing the courses, their doubt had transformed

into more positive sentiments. The teachers had a better understanding about ICT use

in the classroom. Although the teachers confronted other issues such as technology

availability, accessibility, professional support, and classroom management, their

perceptions about technology’s role had changed. They were more likely to believe that

technology can assist in learning and to recognize its importance.

Serhan (2009) and Chai, Koh and Tsai (2010) also investigated pre-service

teachers’ beliefs about the use of computer technology and the effectiveness of ICT

courses. The results of both studies indicate that after participating in courses, pre-

service teachers recognized the importance of technology integration into their curricula

and believed that ICT use would enhance student learning. They felt that such courses
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prepared them to apply ICT in the future, and their abilities to select, evaluate, and use

a variety of technological resources improved.

More specifically, Chai, Koh and Tsai (2010) found that ICT courses with direct

instruction on the use of technological tools through the technology enhanced lesson

(TEL) approach helped teachers learn how to use technologies as supporting tools in

order to enhance their teaching and student learning. Consequently, the pre-service

teachers viewed the preparation course favorably. It is worth exploring how the ICT

preparation courses or programs change teachers’ intentions and actions. Choy, Wong

and Gao (2009) conducted a mixed study to examine the intentions of pre-service

teachers before and after a technology preparation course. Their intentions were then

compared with their actions related to technology integration during their teaching.

Confirming previous results from Doering, Hughes and Huffman (2003), the findings

showed that their intentions became significantly more positive (p < .05) as a result of

increased pedagogical knowledge. Nevertheless, these teachers were not able to

translate the positive intentions into actual teaching, largely due to unfamiliar school

environments. Based on these results, Choy, Wong and Gao (2009) concluded that

teacher education programs need to increase awareness of the benefits of integrating

technology into student-centered learning approaches, and provide pedagogical

knowledge related to student-centered learning as well as technology integration

strategies. Beyond the impact of preparation courses on teacher perceptions and

attitudes, Vannatta and Beyerbach (2000) reported increased proficiency in technology

applications and instructional methods. They found a significant increase (p < 0.01) in
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technology integration for both preservice and in-service teachers after participation in a

preparation course. After the course, teachers were able to incorporate a constructivist

view of technology integration into their instruction in order to engage students in

meaningful learning. Qualitatively, the pre-service teachers reported great benefits from

the use of technology in the classroom after the course. The study concluded that

simply teaching basic ICT skills is inadequate if teachers are to constructively integrate

technology constructively into their instruction. More emphasis should be placed on

advanced skills in teacher education programs in order to provide teachers with

authentic opportunities to experience and develop lessons that integrate technology in a

meaningful context. The findings also encourage collaborative learning in technology-

related studies.

The term TVL-ICT simplified means any technology that has to do with information and

communication.

Information can come in many forms such as sound, video, text, and images, so when

you think of what technology it is available that produces these aspects of information

and sometimes a combination of all these, we refer to such technology as mobile

phones, digital cameras, video cameras for example.

Today information and communication technologies are the one thing and so the

repertoire of technologies expands further to encompass computers and computer-

related products, email, MMS, and other forms of communication (Finger et al., 2007).
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Today we do not need to go any further than our own home or even room, to see

some form of ICT in our lives. Whether it be a computer, plasma TV, or mobile phone,

we all have them in some part of our lives. In today’s society, people as consumers of

ICT, all strive for the one dream – the dream of a connected life.

This makes ICT a lifestyle choice for much of the population. In addition, this

lifestyle choice is changing the way we communicate, increasing the rate of

consumerism, and changing how we interact and gather information (Sherringham, Dec

2008/Jan 2009).

ICT has invaded and transformed many aspects of our lives to the extent that we

live in an environment that is dominated by technology which itself is consumer-driven

(Semenov, 2005). No matter how we perceive its presence, there is no denying that it is

an important part of our lives and that it is here to stay.

Key issues to remember in relation to the importance of ICT in Education are that:

E-learning or Online Learning: The presence of ICT in education allows for new ways of

learning for students and teachers. E-learning or online learning is becoming

increasingly popular and with various unprecedented events taking place in our lives,

this does not only open opportunities for schools to ensure that students have access to

curriculum materials whilst in the classroom but also allows them to ensure students

outside the classroom such as at home or even in hospitals can learn.

CHAPTER III
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METHODOLOGY

This chapter includes the Research Design, Locale of the Study, Research

Respondents, Data Gathering Procedure and Data Scoping/Instrumentation.

RESEARCH DESIGN

In this study, the researchers employed a qualitative research technique, namely

a phenomenological study approach. The qualitative approach to explore people's

behavior, perspectives, experiences and feelings and emphasize the understanding of

these elements. The phenomenological method sought to shed light on a given

situation and identify phenomena through the eyes of the players (Stan Lester, 2000).

The researchers employed a phenomenological approach to comprehend the efforts of

Grade 11 Senior High School students at ACLC College of Tacloban who had taken the

Technical Vocational and Livelihood (TVL) ICT program assessments. Researchers

were able to pinpoint the many factors that impacted or inspired them over the school

year. They also used this study strategy to explore stories from diverse settings and

collect data on how these evaluations impacted the abilities of the participants and

future generations.

RESPONDENT IN THE STUDY

Students in Grade 11 at TVL-ICT Senior High School at ACLC College of

Tacloban served as the study's responders; we selected them because they were the

most qualified participants. We used the Snowball Sampling Technique because

finding samples is easier and quicker thanks to referrals because they originate from
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trustworthy sources. A researcher is given the opportunity to complete another work,

freeing up time for the actual study. Cost-effective: Since the referrals were collected

from a major data source, this strategy is economical.

Snowball sampling is not regarded as a representative sample for statistical

purposes due to its nature. It is, nevertheless, a very effective technique for carrying out

exploratory research and/or qualitative research with a particular, tiny population that is

challenging to locate or identify.

The entire population of Grade 11 TVL-ICT students is 164, and in order to

determine our sample size, we employed the Slovin's method. This formula determines

the sample size necessary to attain a specific confidence interval when sampling a

population. When there is insufficient knowledge about the behavior of a population, you

can use this formula to estimate the proper sample size. Slovin's formula was used to

calculate a sample size of 117 because there are 164 Grade 11 TVL-ICT students

registered in the course overall and our margin of error is 5%, or 0.05.

RESEARCH LOCALE

This research study will be conducted at AMA Computer Learning College. Located in

Brgy 48-B, Avenue Veteranos, Downtown, 352 Real Street Across Mcdonald’s Real

Branch before Pure Gold Real Branch, We chose this location because is the most
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viable area for us to conduct our research. And mostly due to the fact that we are

students of this specific branch of ACLC and it would be a lot easier for us to gather

information and by conducting surveys on the others students inside the Campus.

RESEARCH INSTRUMENT

Researchers will utilized this to gather response to a survey. The survey is

distributed to a small pool of participants, and each of those individuals distributes the

link to their network or pool of respondents. Following that, those respondents

participate and share again, and so on. This study utilized that use of Google Form to

collect data. A google form is an application that collects user information in the form of

a template or worksheet and can be used easily in gathering data.

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The snowball sampling approach will be utilized by the researchers to produce a proof

of participants for a research study through recommendation made by individuals who

share a certain trait of research interest with the target of population.

The sample approaches included elements chosen to understand the endeavor of Gr 11

ACLC students in TVL-ICT as their strand.

Three (3) data collection instruments will be used under Snowball Sampling approach,

Interview, Observation and Survey Form or qualitative survey through open-ended

Questionnaires. Snowball Sampling is a technique in market research used to gather

responses to a survey.

The Snowball sampling approach is also recommended for doing qualitative research

with a specialized and relatively small group that is difficult to identify or find. The

researchers feel that utilizing this strategy will be the most efficient and effective way to

get the desired findings in the study.

The tools used in the study are the following: First, Interview questions to be answered

by the participants of the study. These questions have been carefully picked and are the

most vital to be success of the study. Second Ballpens/Pencil and paper to write down

and take note of the participants answers. Lastly, Camera and voice recorders will be

used to capture every moment of the interview. The media recorded will be used to

further gain understanding to the research study and to gain full clarify on the

participant’s responses.

Data gathering procedure

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A test that was created by researchers was built using their own developed

competencies. To ensure that the assessment was in line with the necessary skills, the

researchers will generate a Google form.

Validation

In order to verify the suitability and coherence of the test, the researcher requested the

adviser's support and assistance. To validate our study report, we showed the

aforementioned exam to our advisor and subject teacher. The final chapter of the test is

where the validators' suggestions are constructed.

Administration

To ascertain the respondents' pre-test respondents' challenges of students to their

strand. The researcher presented each item to every student in the ICT strand using the

same competencies throughout the evaluation. After all topics were covered, students

received a google form. To gauge the students' challenges with ICT as their strand, the

learning outcomes of the pre-test and post-test were analyzed and examined.

The researches may not be permitted to attend these schools due to the current public

health emergency caused by the Covid-19 outbreak, so we are sending this formal

communication via the school's official email address. Following approval of the request,

the whole full-time and part-time faculty as well as the administrators of these

institutions will be asked to complete an online survey using a Google Form. The

researchers will also do a concentrated group discussion with the chosen respondents,

including the students, via Google Meet in order to validate their responses from the
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instruments. Who will respond to questions regarding the difficulties of their strand. The

researchers will evaluate all the data they collected throughout the survey, and once it

has been done, they will receive the results to determine whether or not the students'

difficulties of their strand have a significant effect.

 31

References

https://www.researchgate.net/publication/261335480_ICT_in_changes_of_learnig

theories

https://egyankosh.ac.in/?fbclid=IwAR0L9l-HKpBgM_k4IhIUal08zzYTfkZZBfS_-

Hh3y4lk3wEjZDaljbZmq7g

Definitions from Oxford Languages

https://www.amaes.edu.ph/aclc-college/#:~:text=About%20ACLC

%20College&text=Established%20in%201986%2C%20ACLC%20stands,on

%20computer%20hardware%20and%20software

https://en.wiktionary.org/wiki/metaconcept#:~:text=Noun,for%20rational

%20deduction%20or%20conceptualization .

https://www.ictesolutions.com.au/blog/why-schools-should-invest-in-ict/

https://www.birthandbeyondmagazine.com/lifestyle-stuff-blog/why-the-ict-strand-

of-the-tvl-track-is-a-good-option-for-students

Matabang, H., Quimson, L., (2019). Work Immersion Performance of Grade 12 TVL

Students in the District of Bani, Pangasinan. Retrieved June 12, 2022 from

https://psurj.org/psurj/online/index.php/mrj/article/view/127/91
 32

INFORMED CONSENT FOR THE RESPONDENTS

Good day and Greetings! We would like to ask for your wholesome and active
participation in the research we are conducting, entitled,
“_____________________________________________”. The aim of this study is to
determine ____________________________________________________________.
This study’s participants are ________________picked. If you decide to take part, you

must agree to this consent form. After agreeing to this consent form, you may withdraw

at any time and without explanation. Your participation in the study will be beneficial to

students, parents, teachers and to future researchers.

If you have any questions/concern please contact the researchers through (insert

research email). Feel free to contact the researchers if you have any questions about

your rights as a research participant. Thank you in advance for taking the time to read

this.

This agreement states that you have received a copy of this informed

consent. By choosing AGREE below you can confirm that you accept to take part

in this study.

 AGREE

 DISAGREE

AMA Education System

AMA Computer Learning Center College
Tacloban City, Leyte
 33

June 27, 2022

Maylyn Marmita Milado

Senior High School Department
ACLC College Of Tacloban

Dear Ma’am Maylyn,

Greetings of Peace!

In partial fulfillment of our requirements for our subject Practical Research 1 under the
supervision of Mr. Dexter Jay B. Pica. We would like to ask for permission to conduct a
research study entitled “Understanding the endeavor Of Grade 11 ACLC students in
TVL-ICT as their strand”
We are humbly asking permission from the TVL-ICT Advisers to allow us to gather data
from their respective advisory. Rest assured that the data we will gather will remain
absolutely confidential and to be used in academic purpose only.
We believe that you are with us in our enthusiasm to finish the requirement as
compliance for our subject and to develop our well-being. We hope of your positive
response on this humble matter. Your approval to conduct this study will be greatly
appreciated.

Respectfully yours.
34