Professional Documents
Culture Documents
in Practical Research 2
by:
AGUIRRE, DAISLIE M.
CUEVAS, GABRIEL A.
INOT, REYNALDO S.
LACAMBRA, SOPHIA
INTRODUCTION
The article (RA) no. 10533 “Enhanced Basic Education Act of 2013”, expanded the years
reaction to all Filipino citizens, especially those ungraduated students from K-12. This
decision help students from K-12 to determine their intended job using the track and
strand that they would be taking. Student’s choice on the track or strand affords quite a
According to DepEd Policy Guidelines, K-12 Basic Education Program aim to expand
and improve the progress of basic education in the country. It intends to give children the
mastery of competency and enable them to cope with the courses. Understudies can
master their learning aptitudes that they have gain using educational plan that amplifies a
modified methodology. Graduates from this program benefit from the skill they have
The strands from the extended curriculum include the Academic, Sports and Arts, and
Technical Vocational Livelihood tracks. TVL Strand is designed for students to acquire
skills that are relevant for their future careers and technical projects. It offers a program
that combine Core Courses with specialized hands-on training to meet TESDA’s
competency based evaluation requirements. The strands under this track include the
Industrial Arts.
Objective of the Study
This study aims to know the different perspective of Grade 11 students of not choosing
TVL as their intended strand; to know the impacts of the perception of Academic Track
students and to emphasize the efficacy of this course to work in industry; to positively
expand the knowledge and understanding of the public about the lived-experience of
TVL student; and to be used as a reference for other researcher who is interested to do a
similar study, as well as to provide additional information and understanding for their
research.
The purpose of this study is to determine the Grade 11 SHS students’ perception of not
1. What are the demographic profiles of SHS students who didn’t choose TVL track?
2. What are the perceptions of SHS students of not choosing TVL Strand as their track?
This research attempts to provide useful information about the students’ perception of not
choosing TVL Strand under the K to 12 Basic Education Program. This study will be
Students. This study will widen the student’s scope of understanding on how TVL
Strand is perceived. This study will be highly beneficial to the upcoming Senior High
Parents. This study will be beneficial to the parents. This will determine their children’s
interest of choosing TVL Strand and will give them ideas of what kind of support they
Educational Leaders. This study will be beneficial to the Educational Leaders. It is very
important for them to understand secondary students’ view about vocational education
and the factors that influence their development of those perceptions. This study aims to
emphasize the efficacy of this course to work in industry. That’s why this study will be
essential for the success of vocational education programs in terms of planning and
recruitment.
This study will focus on exploring the perceptions of Senior High School Students of not
choosing TVL Strand. The primary participants will be Grade 11 Senior High School
Student, especially the Academic Track. The data collection will be collected from one
block in each of the four strands in ACLC College School Senior High representing the
population of
The researcher chose this survey to determine different perception of senior high school
students in the 12th year of education at ACLC College of Tacloban in the Division of
Leyte. Furthermore, the study will not examine TVL students’ perception of not choosing
TVL Strand.
Theoretical Framework
perception theories, skills theories, and vocational theories that shape the overall
On perception, the Constructive Theory of Perception offers insight into how perception
constructed through sensory information and other sources of information, such as the
perception of students towards the TVL strand may be constructed in this manner—
gathering information from different sources (sensory and experiential). Aside from that,
however, the SHS students’ perception can also be shaped by a specific vocation
personality or process on skills learning, which is the focus of the next two theories.
Next, the Holland’s Theory of Vocational Personalities, developed in 1966, shows us six
personality types that can be factors for individuals in choosing a certain vocation, which
in this study could be linked to how students perceive the technical-vocational strand.
These personality types include Realistic, Investigative, Artistic, Social, Enterprising, and
personality type may lead to a positive perception in how a student views the TVL strand
personality type to their current specialization, they may develop negative perceptions
On the other hand, the Skills Acquisition Theory, developed by Dekeyser (2007), posits
that learning skills begins on the basis of existing knowledge of an individual before
moving into more explicit processes of learning (application). The perception of students
toward the TVL strand, specifically on choosing the strand in the first place, follows this
theory that the student possesses skills of their selected specialization based on existing
knowledge and experience. However, as they move further into the curriculum, they are
able to examine and process of skills learning through its application, which may shape
Conceptual Framework
In order to truly comprehend the terms used in this study, the following terms are
K-12 Basic Education Program. The K-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 years of Senior High School High School [SHS]) to provide [SHS])
to provide sufficient time of mastery sufficient time of mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle level skills
Perception is the ability to see, hear, or become aware of something through the senses.
TVL strand is designed to develop students’ skills that are useful for livelihood and
This chapter presents the relevant literature and studies that the researcher considered in
According to the study (Billet & Stephen 2014) hypothesized that social outlook
determines the perception of individuals have of the status of vocational education. The
standard, morals, way of life, and the views of education and potential opportunities are
the factors which influenced the choice the students make concerning educational paths.
processes will now be discussed, with special focus on the influences from society,
(FOREIGN) According from his journal “The Standing of Vocational Education: Sources
of Its Societal Esteem and Implications for Its Enactment” (Billett, S. 2014 Pg.21) the
standing of vocational education is salient for how it is perceived by those who sponsor,
participate in and work within it and how its provisions are supported and administered.
The legacies of earlier sentiments about and conceptions of different kinds of occupations
and their preparation are now deeply embedded in societal discourses and variously
sustain and constrain the standing of vocational education. At its strongest, concepts such
as the Berufs concept in the German speaking world does much to sustain and elevate
vocational education. Therefore, the standing of vocational education relates to our study
as it offers a brief statement of how powerful others shaped vocational education and its
proposes and practices. It is proposed that for vocational education to realise it purposes
necessarily requires it to be informed by and directed more by the interests of those
opportunity to investigate economic and social issues. The results showed that student
perceptions of vocational education did not significantly vary by school, but there was a
high level of uncertainty about all aspects of vocational education recorded at all schools.