PERCEIVED CHALLENGES IN SENIOR HIGH SCHOOL TVL-FOOD

TECHNOLOGY CLASSES IN DADASANTRI SUB-CONGRESSIONAL DITRICT

OF BOHOL
 Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Education is a fundamental human virtue, a social necessity, the

foundation of a happy life, and a symbol of freedom. Since it is widely accepted

that "Education is a Must," education is essential for the integration of various

organizations. In the current knowledge-driven economy, senior high school

education is unquestionably necessary for a productive workforce in the country.

Over the course of the previous pandemic, the world underwent a sudden

transformation. Similar hardships were seen by the education sector when the

Department of Education tried to modify and adapt its distance learning program.

Teaching skills-related disciplines, such as TVL-Food Technology in the new

normal as education is gradually moving to face-to-face classes, proved to be

challenging. To successfully transfer information and enable students to use their

knowledge in performance, TVL teachers were required to have dynamic

learning activities. Although performance exercises and demonstrations are

frequently employed by TVL teachers, they are also expected to go beyond.

According to Arshad & Naseem (2017), a student's success in life

depends on their ability to learn the skills necessary to be physically,

psychologically, and socially prepared for the world of work in the future. A strong
economy, social prosperity, and political stability are all brought about through

education, which is regarded as the cornerstone of society.

Secondary schools in the Philippines that offer the Technical Vocational

Education Program promote the best growth of the individual as a whole person

with academic and technical-vocational competencies, proper work ethics, and

desirable values that will make the person economically stable, a responsible,

law-abiding citizen, productive, and competitive in the workforce. As a result, TVL

teachers must emphasize practical skills and have a variety of instructional

techniques to effectively impart work skills to students (Sabado & Allan, 2019).

Students must develop the necessary competencies for the immersion to be

successful. This demonstrates that K to 12 is the ideal time to examine the

competencies attained by SHS-TVL graduates. As a result, it is crucial that the

government, along with other educational institutions and stakeholders, conduct

honest and complete examinations and evaluations of the competencies that

students should develop to find acceptable employment after graduation (Roble,

2021).

The K–12 Program is one of the policies the government has established

and considers to be the most significant. One of the characteristics of the K–12

tracking methods is the Technical–Vocational–and Livelihood Track (TVL). The

DepEd and TESDA collaborated to provide the vocational standards in basic

education, enabling students to receive the training required to find employment

immediately after graduation. The DepEd has worked with several companies
and sectors to provide for Grade 12 students who will participate in work

immersion, which served as one of their requirements before graduation. The

relevance of their earlier training is made clear by immersing learners in real

work settings including workshops, offices, and laboratories (Department of

Education, 2017).

In vocational programs, teachers are essential in guiding students and

giving them the needed knowledge and skills. As a result, they have a big impact

on how much technology is used in the classroom (Knoll, 2016). Additionally, the

degree of success of technological integration is significantly influenced by the

attitude teachers have toward technology. In fact, teacher’ opinions and attitudes

are seen to be the most important teacher-related characteristics that have an

impact on the process of ICT integration in education.

As a TVL-Food Tech teacher, the researcher firmly believed that in order to

effectively employ appropriate strategies in teaching food technology, it is

essential to determine the challenges perceived by the teachers themselves.

More so, as this study generally aimed to further evaluate the challenges they

perceived when carrying out the teaching-learning process for subjects that are

skill-based, this will also evaluate how educators strengthen their best practices

and apply them to TVL Food Technology subjects as a systematized curriculum.

The researcher believed that the action plan that will be proposed based on the

findings offered from this undertaking will greatly help teachers as it contributes
to attaining a significant outcome from a successful teaching-learning process in

the implementation of the TVL-Food Technology program.

Literature Background

The researcher derived into the following theories which have significant

emphasis on the conduct of the study:

The first theory being emphasized in this study is the Behaviorist Learning

Theory who’s being first introduced by the leading American psychologist B.F.

Skinner from year 1904-90. The environment plays a crucial part in shaping

behavior, according to the Behaviorist Learning Theory. An event or activity in

the environment will lead to a mental process that results in a particular behavior.

As a result, the instructional designer will use this theory by paying attention to

the setting of the environment where events or activities take place, and it may

be possible to manipulate the consequences of different behavioral responses.

Teachers may also present lesson objectives with some hints or cues in a linear

fashion to lead students to a specific behavior, and then use effect to reinforce

the specific behavior (Feder, 2022).

In this study, the environment factor being emphasized by the said theory

that shapes students’ behavior towards their significant learning is operationally

defined as factors affecting students’ learning in TVL-Food Technology wherein

researcher intends to evaluate the competence of the teachers in teaching the

subject, students’ factor, laboratory facilities and equipment, and the subject time

allotment.
 The second theory was the Cognitive theory who’s first developed by Jean

Piaget in the 1930s. This theory is distinguished by its emphasis on the idea that

how and what people think causes emotional arousal, and that certain thoughts

and beliefs lead to disturbed emotions and behaviors while others lead to healthy

emotions and adaptive behavior. As learning occurs based on how information is

encoded, stored, and retrieved in the human memory, cognitive theory will assist

learners in obtaining thinking techniques to improve task performance (Hua,

2016).

The said theory fits this undertaking as learners’ performance of the TVL-

Food technology was based on the skills they obtained from the process of

learning the subject. Among the factors underlined in the study, the

aforementioned theory supports on students' motivation to learn the subject.

The third theory focuses on Jerome Brunner’s Constructivist theory (1961)

wherein it emphasized a broad instructional paradigm based on cognitive

research. Constructivism is a learning theory concerned with the experiences

and situations that motivate and enable learners to learn. Constructivist learning

design focuses on activities that allow students to build and repeat past

experiences as well as adapt to new learning. Students are the primary focus,

while teachers serve just as facilitators. More so, this theory states that rather

than passively absorbing information, learners generate knowledge. People

develop their own representations of the world and incorporate new information
into their pre-existing knowledge as they experience it and reflect on it (University

of Bufallo, 2021).

Constructivism is an essential learning theory that holds that learners learn

new information by building on their existing foundation. In this study, the

researcher believes that the learning factors other than the competence of the

teachers and students’ motivation, are pivotal in incorporating learner’s prior

experiences to effectively build new knowledge through performance task.

This study is anchored on the following provisions:

As stipulated in Republic Act No. 7796 also known as “Technical Education

and Skills-Development Act of 1994”, section 2, it is hereby declared to be the

policy of the State to support the development of high-quality Filipino middle-level

manpower that is responsive to and in line with Philippine development goals and

priorities by providing relevant, accessible, high-quality, and efficient technical

education and skills development. The State shall promote active involvement of

various interested sectors, notably private firms, being direct participants in and

immediate beneficiaries of a competent and educated workforce by offering

technical education and opportunities for skill development (Official Gazette,

2022). This provision was strengthened by the education sector as the

Department of Education implemented K-12 program wherein different skill-

related programs, particularly TVL-Food technology, were given emphasis.

 Pursuant to Section 2 of Republic Act No. 10533, otherwise known as the

“Enhanced Basic Education Act of 2013,” the Enhanced Basic Education Act

creates the Enhanced Basic Education Program, which upholds the following

goals: (1) give every student the chance to acquire a quality education that is

competitive globally based on a pedagogically sound curriculum that is on par

with international standards, (2) widen the objectives of high school education to

include chances for college preparation, vocational and technical careers, as well

as creative arts, sports, and entrepreneurial jobs in a quickly evolving and more

globally connected world, and (3) Utilize the appropriate languages for teaching

and learning, including the learner's mother tongue, to make education learner-

centered and responsive to needs, cognitive and cultural capacity,

circumstances, and diversity of learners, schools, and communities (Fabella,

2020). It is the main purpose why the enhanced basic education was

implemented in the Philippine educational system to cater students with

significant learnings and make them competitive enough in acquiring practical

skills needed in the workforce globally.

As stated in section 2 of Republic Act no. 11052, otherwise known as

“Philippine Food Technology Act”, the State recognized the significance of

competent food technologists in fostering national development. Therefore,

through fair, efficient, pertinent, and reliable licensure examinations as well as

through regulatory programs, measures, and activities that support their

professional development, social responsibility, and development, it shall develop

and nurture competent, virtuous, productive, and well-rounded professional food

technologists with excellent, world-class, and globally competitive standards of

practice and service (LawPhil, 2022). The first step to prepare the students in

becoming a competent food technologist in the future is by providing them with

the needed quality instructions given by the competent teachers. One step to

realize this is to ensure a successful implementation of the program by assessing

the challenges perceived by the teachers and students on the learning factors

including the laboratory facilities and equipment, Instructional materials, and

even the curriculum.

The following related works of literature strengthened the feasibility of this

undertaking:

The following existing studies provide substantial support to this research:

According to Turner and Seemann (2017) in their study entitled “The

teaching of food technology in secondary schools”, despite using the same name

of "Food Technology," the teaching profession and the larger community of food

science and technology professionals engage in two very distinct forms of

technology. This study emphasizes the need for curricular modifications in

schools to address concerns with secondary school students studying food

technology expectations and paths into university courses for the broader field of

food science and technology. It is envisioned that the knowledge gathered from
this research will guide and improve how educational services are aligned with

the nation's priorities for innovation and sustainability, which will in turn

encourage research into food education and the teacher capital that goes along

with it.

According to Rutland (2016), concern has been raised about additional

variables influencing the status of home economics in the education sector.

Since the beginning of home economics, routine and mechanical skills have

been developed by traditional instructional methods, or "training." It was viewed

as a subject for girls, had a low rank in the curriculum, and was connected to

students who were less academically gifted. Although it was acknowledged that

practical and investigative work were important as procedures, the focus was on

the topics of home and family, nutrition and food, and textiles.

Rutland and Owen-Jackson (2017) concluded in their study that in order to

improve the design choices they make, students should be taught to employ a

greater variety of designing abilities in food technology. It has been customary for

external examination boards to instruct students to "sketch" rather than employ a

variety of design techniques to investigate how food behaves and produce the

necessary aesthetic, technical, and constructional qualities of a product. Food

educators should assess the effectiveness of this tactic.

Kovalchuk (2016) emphasized in his study that students with a

specialization in food technology utilize a language that has evolved into a

particular professional variety that is used by members of a certain community

and fosters a worldwide discourse. They are a part of the worldwide community

of global discourse. Teachers must consider the requirements of their students

and the significance of specificity, and students must recognize the value of what

they are learning. Prior to lectures and workshops in the relevant discipline,

English classes frequently provide further information or specialized knowledge.

Learners must therefore be familiar with the field of study or vocation for which

they need a second language.

 REFERENCES CITED

Arshad, M., & Naseem, M. A. (2017). Comparison between the performance of

trained and untrained teachers in Lahore. Global Journal of Human-Social
Science Research, 13(3), 86-96. https://bit.ly/3Nvb45s.

Department of Education. (2017). DepEd Order no. 3, s. 2017: Guidelines for

Work Immersion. https://bit.ly/3NxErUX.

Fabella, V. (2020). Reviews about 4.2 RA 10533 Enhanced Basic Education Act.
https://bit.ly/3sYMOzc.

Feder, M. (2022). What is behaviorist learning theory? https://bit.ly/3UpFnNs.

Hua, Z. (2016). How to design and apply interactive digital educational TV

programs based on the ADDIE model. International Journal of Information
and Education Technology, 6 (11), 884-889.
https://doi.org/10.7763/IJIET.2017.V6.810.

Knoll, M. (2016). The project method: It’s vocational education origin and
international development. Journal of Industrial Teacher Education, 34(3):
p. 59-80. https://bit.ly/3NtuQOY.

LawPhil (2022). Republic Act no. 11052. https://bit.ly/3E4gTUk.

Official Gazette (2022). Republic Act no. 7796. https://bit.ly/3fzD77l.

Kovalchuk, O. (2016). Overcoming difficulties in teaching english for food

technology. https://bit.ly/3t6V0gR.

Roble, D. M. L. (2021). Competency Level, Employers’ Expectations and Work

Immersion Performance of Senior High School Technical-vocational and
Livelihood (TVL) Students. Education, 1(2), 43-63. https://bit.ly/3DvPgCs.

Rutland, M. (2016). Teaching food technology in secondary school. Routledge.

https://bit.ly/3hepFGD.

Rutland, M., & Owen-Jackson, G. (2017). Current classroom practice in the

teaching of food technology: Is it fit for purpose in the 21 st Century? In
PATT 26 Conference; Technology Education in the 21st Century, 73, 405-
414. https://bit.ly/3T1qKi8.

Sabado, R. R., & Allan, O. (2019). Junior and senior technical vocational
education teachers’ performance and teaching styles: A comparison.
 International Journal of Latest Research in Humanities and Social Science,
2(6), 32-42. https://bit.ly/3zIVEF9.

Turner, A. & Seemann, K. (2017). The teaching of food technology in secondary

schools. Food Australia, 63 (11), 34-42. https://bit.ly/3Wz1p2c.

University of Bufallo (2021). Creating experiences that facilitate the construction

of knowledge. https://bit.ly/3NDfeIT.
 THE PROBLEM

Statement of the Problems

This study primarily aims to assess the challenges in senior high school

Technical Vocational Livelihood – Food Technology perceived by the Food-Tech

teachers in the DADASANTRI sub-congressional district of Bohol for the school

year 2022-2023. The findings of this study will be the basis for the proposed

action plan.

Specifically, this study sought to answer the following:

1. What is the demographic profile of the teachers in terms of:

1.1. Sex;

1.2. Age;

1.3. Marital Status;

1.4. Years of Teaching experience;

1.5. Position held; and

1.6. Educational Attainment?

2. What is the extent of the challenges perceived by the teachers in senior

high school TVL-Food technology in terms of:

2.1. Teachers themselves;

2.2. Students;

2.3. Instructional Materials;

2.4. Laboratory rooms;

 2.5. Tools and equipment;

2.6. Course/subject content; and

2.7. Subject time allotment?

3. Is there a significant variance among the seven dimensions of the

challenges perceived by the senior high school teachers in TVL-Food

technology?

4. Is there a significant association between the profile of the respondents

and the challenges perceived by the senior high school teachers in TVL-

Food technology?

5. What action plan could be proposed based on the findings of the study?

Null Hypotheses

H0 1: There is no significant variance among the seven dimensions of the

challenges perceived by the senior high school teachers in TVL-Food

technology.

H0 2: There is no significant association between the profile of the respondents

and the challenges perceived by the senior high school teachers in TVL-

Food technology.

Significance of the Study