Busetnaresearch CH 3

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
CAGAYAN NATIONAL HIGH SCHOOL – SENIOR HIGH
PERCEPTION OF CNHS-SH TVL STUDENTS ON LEARNING AND ACQUIRING

TECHNICAL SKILLS
Kyla Mae P. Sibbaluca

Zyra R. Uy
Lovell Bryle L. Melad
Elijah P. Espiritu
Xyrus A. Addatu
Nicole Keith D. Abuan
G11 TVL NOBILITY Learners
Research Proponent
1” X
1”
Mrs. Xandra Faye C. Pelagio

Position
Research Adviser
A Qualitative Research Submitted to

Technical Vocational Livelihood Education (TVL) Strand
in Partial Fulfilment of the Requirements for Practical Research 1
(Applicable also for Inquiries, Investigations, and Immersion)
June 2023
Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Telephone Nos.: (078) 304-1923
Email Address: cnhs.tuguegarao@deped.gov.ph
Facebook: facebook.com/CNHS-SENIOR HIGH 1
TABLE OF CONTENTS
Title Page 1
Table of Contents 2
Abstract 3
Acknowledgement 4
I. THE PROBLEM AND ITS BACKGROUND 5
A. Overview or Background of the Study 6
B. Research Questions 7
C. Scope and Delimitations 8
D. Significance of the Study 9
II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES 10
III. RESEARCH METHODOLOGY 11
A. Research Design 12
B. Sampling Procedure and Samples 13
C. Data Gathering Methods 14
D. Data Analysis 15
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 16
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 17
VI. REFERENCES 18
Appendices 19
ABSTRACT
Keywords:
I. THE PROBLEM AND ITS BACKGROUND

A. Overview or Background of the Study
Technical Vocational and Livelihood (TVL) education has built its foundation on being the
best for those who want to be versatile. The Technical Vocational and Livelihood (TVL) track
has been established and put in effect since 2015. Over the years, it has honed learners into
being professionals, and with data from the Bureau of Curriculum Development gathered
during 2019-2020, showed that out of 10.22% of students who got employed after Senior
Highschool, 9.7% were from the TVL track. However, the employability of Senior
Highschool graduates remain uncertain (Asis, 2020). Higher education is still strongly
recommended for those to secure a job in the Philippines, most especially those that come in
the top three schools, namely, Ateneo de Manila University (ADMU), De La Salle University
(DLSU), and University of the Philippines (UP) (Singson, 2017).
Even so, Technical Vocational and Livelihood (TVL) has programs that aim to equip
students with practical skills and knowledge relevant to specific trades, providing them with
opportunities for gainful employment and career advancement. Yet, workers will need more
than academic and technical skills in this century (St. Gean, 2010). According to a 2021
paper by the UNESCO International Centre for Technical and Vocational Education and
Training (UNEVOC), Technical and Vocational Education and Training (TVET) has been
looked down upon as being more for disadvantaged members of the society. A number of
challenges still face TVET education, one of them being that it is not a priority for the
government unlike academic education (Norton, 2016). Nevertheless, according to a 2019
report by the Technical Education and Skills Development Authority (TESDA) around two
million students graduated during 2018 in TVET, those mainly in the National Capital
Region. This demonstrates that even though vocational education has been discriminated by
many, it still strives and is a valid form of education.
Understanding the perception of Technical Vocational and Livelihood (TVL)

students regarding their learning and acquisition of technical skills is crucial for educational
policymakers, curriculum developers, and educators to enhance the effectiveness of TVL
programs. To this day, Technical Vocational and Livelihood (TVL) still remains a prominent
strand in the Senior Highschool curriculum. It offers fields in agri-fishery arts, home
economics, industrial arts, and information and communications technology. Hence, the
purpose of this research is to determine what students in the Cagayan National High School-
Senior High (CNHS-SH) Technical Vocational and Livelihood (TVL) strand think of learning
their technical skills, and provide in-depth understanding of what these skills can be used for.
B. Research Questions

STATEMENT OF THE PROBLEM
The main purpose of this study is to examine the perception of the Technical
Vocational and Livelihood (TVL) students of the Cagayan National High School-Senior High
(CNHS-SH) about their experiences in learning and acquiring their chosen technical skills.
With the goal of knowing the hindrances that restraints them from improving, methods they
used in enhancing their academic excellence while also focusing on their technical skills, and
the key factors that influences the perception of Technical Vocational and Livelihood (TVL)
students.
Specifically, it seeks to answer the questions:
1. What are the key factors that influence the perception of a Cagayan National High
School-Senior High (CNHS-SH) students concerning the usefulness of technical skills
on their chosen careers?
2. How do Cagayan National High School-Senior High (CNHS-SH) students enhance

their academic excellence, when they’re only focusing on their technical skills?
3. What are the barriers that Cagayan National High School-Senior High (CNHS-SH)
students do encounter on aiming their technical skills?
4. How do Cagayan National High School-Senior High (CNHS-SH) students become

aware of their technical skills in the condition of our country when it comes to jobs, are
they responsible to face the challenges they might have?
5. What are the particular technical skills that Cagayan National High School-Senior High
(CNHS-SH) students weigh most valuable and significant for their chosen field, and
how these perceptions vary across different disciplines?
C. Scope and Delimitations
This study aims to find out how Cagayan National High School-Senior High (CNHS-
SH TVL) students view the course of their studies and their learning of technical skills. The
main objective of this study is to understand the point of view and thoughts possessed by
Technical Vocational-Livelihood (TVL) students in their particular Cagayan National High
School-Senior High (CNHS-SH)\ school environment.

The research will be carried out over a specific amount of time, such as a semester.
Limiting the research’s analysis to a particular amount of time so that the research will only
focus on a specific grade level or range. For example, it will only concentrate on pupils in
grades 11 and 12 at Cagayan National High School-Senior High (CNHS-SH TVL).
D. Significance of the Study
The study regarding the way Cagayan National High School-Senior High
(CNHS-SH )TVL students’ perception on learning and gaining technical skills aims to
understand the effectiveness of the Technical Vocational-Livelihood (TVL) strategy offered
at Cagayan National High School-Senior High (CNHS-SH). Preparing students with the
knowledge and skills needed for careers. By studying the students’ perceptions of the
solution, the study provides insight into whether it meets their expectations and learning
requirements.
Students. The hiring process of today places a high value on technical skills. So, by
choosing technical skills, students improve their chances of obtaining a job in the future or
proceeding in their career. Many industries, such as IT, engineering, data science, and
healthcare, consider this specialized technical knowledge. As well as chances for professional
development. If you have a more extensive background in technical skills, you can take on
more difficult roles, manage projects, and earn more money. Technical specialization can
lead to advancement into specialized fields and demand-driven job markets.
Future researcher. The study is important for developing guidelines for learning and
providing resources as well. Other researchers and teachers can use this data to assess the
effectiveness of the Technical Vocational-Livelihood (TVL) system and identify any parts
that need improvement. Governments may improve the Technical Vocational-Livelihood
(TVL) courses to meet student needs and business demands by taking the perceptions and
feedback of the students into account.

II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES
Technical Vocational-Livelihood (TVL) has been a strand for a decade, and with
competencies in the industry, students will need to be prepared to enter the workforce as soon
as possible. Teachers in the TVL track with national certifications (NC) are necessary in
order for students to learn from the experienced (Husain, 2019). Students, on the other hand,
graduating from TVL also have a higher chance to be accepted for work if they have an NC
(Rodil, 2019). Although majority of SHS graduates sought higher education, with 10 looking
for full-time employment and 6% working part-time, they still developed crucial abilities like
computer skills and cooperation, which enabled them to value the K-12 curriculum (Maca,
2019). SHS TVL students must possess personal competencies for employment and work
competencies through experiences, training, and development. An organized preparation,
implementation, and evaluation framework is crucial for enhancing these skills and
enhancing their overall success (Icban, 2019). The COVID-19 pandemic has even accelerated
global transformation, transformed education and required teachers to adapt to distance
learning. Challenges include lack of face-to-face teaching, insufficient self-learning modules,
and assessment difficulties (Manlangit, 2021).
The 21st century skills are very important in the fourth industrial revolution; thus, the
skills development is vital. It is in the mandate of the educational institution to develop
programs that will cater to the enhancement of the students’ skills (Oliquino, 2019).
According to Soriano (2021) the respondents’ perceptions of SHS-TVL proficiency-
associated characteristics were not significantly different. This implies that a student strong
performance in their field of study does not always mean that they are prepared for the
workforce. Therefore, it is important to engage students in relevant learning activities and
fundamental knowledge to encourage them (Baco, 2020). Roziel (2019) said that human
behavior in the environment outside the classroom affects learning. This strategy isolates
education from formal evaluation, putting more emphasis on the individual components of
student achievement than on performance as a whole. Sabordo et al (2019) mentioned that
individual traits have an impact on learning styles, which in turn affect how people absorb
new information. Depending on their preferred methods of learning, people might prefer
spoken languages, hands-on activities, or visual presentations. Rabe et al (2019) found that
interactions with TVL strand takers significantly impacted participants psychological, mental,
emotional, and interpersonal abilities. It also showed differences in how TVL students and
themselves were viewed, with signs such as lack of security, indifference, and confidence in
their character, competence, and performance. This strategy isolates education from formal
evaluation, putting more emphasis on the individual components of student achievement than
on performance as a whole.

On another note, Moral et al found that (2023) students abilities can be judged by
their drawings, imaginations can be exercised, and life skills are influenced by their
intellectual capacity. TVL students must develop their speaking abilities to prepare for the
working world. Teachers must follow the curriculum guide to create tools and materials that
align with desired capabilities. TVL competencies are not included in current communication
education, so it is essential to enhance them to meet the demands of TVL students. Teachers
can incorporate TVL topics and concerns to improve both TVL and communication skills
simultaneously (Santos, 2021). Senior High School TVL Students exhibits exceptional
proficiency in demonstrating their learning and innovation and lifelong learning
competencies, and they also excel in showcasing their abilities in teamwork, communication,
critical thinking, entrepreneurship, environmental awareness, and information technology
(Roble, 2021). Working habits have an impact on identity development and talents, but job
skills require a successful attitude. Social skills involve ongoing development and
improvement since they contain regular engagement and relationships. Both abilities are
necessary for both individual development and general well-being (Retusto, 2019).
Technical and Vocational Education and Training (TVET) and Higher Education
(HE) has historically emerged from opposing traditions, with the universities providing
academic knowledge and TVET providing skills for employability. With the trend of
massification of HE, universities are increasingly moving away from the tradition of mainly
producing and transmitting academic knowledge and are putting emphasis on skills
development for employability (Maclean & Pavlova, 2011). Most students believe university
reputation significantly impacts their employability, and are open to job opportunities aligned
with their skills and experience. Acquiring additional skills is crucial for success in finding
jobs (Hung & Phuong, 2019). According to Ismail & Mohammed (2015) the Nigerian TVET
graduates lack employability skills, leading to a lack of readiness for the workforce. The
Electrical Technology Education program’s curriculum, which focuses on theory-based
courses, has a lack of practice-based skills and direct instruction on good attitudes and traits.
To address this issue, the curriculum should include equal number of theory and practice
courses, emphasizing generic skills, good traits, and attitudes. According to Mukhtar &
Ahmad (2015) most vocational teachers practice AFL, and they shared challenges they faced.
Attitude was a significant predictor of this practice, and focus should be on teachers’ attitudes
to sustain the necessary shift in assessment practice for producing excellent human capital.
Results showed that most TVET students have a positive perception of the digital mind map,
suggesting it can stimulate creativity and design thinking among students in Malaysia (Karim
& Mustapha, 2022). Larson (2021) discovered that entry-level accountants need soft skills
like presentation and teamwork. Transdisciplinary IS and analytics courses can improve these
skills, benefiting business students in a team-driven workplace. According to Abdullah et al
(2020) The vocational college students in Johor possess the highest level of flexibility and
adaptability skills, and there was a significant difference between male and female students in
these skills, as well as in social and cross-cultural abilities. Fletcher Jr. and Tyson (2017)
investigated the alignment between technical skills taught in Florida engineering and

technology-themed career academies and employers’ technical skills in manufacturing.

Employers demand the right tools and technologies; educators replicate real-world
workplaces; and students value their capacity to turn their ideas for class projects into
tangible products. Additionally, Manjushree et al (2021) discovered that predicting a
student’s performance in classes and programs can enhance learning outcomes and job
placement for graduates. According to the findings of Yahya et al (2017), TVET assessment
should take into account generic skills for the fourth industrial revolution, career flexibility
skills, and cognitive, psychomotor, and emotional elements, with high expert consensus on all
domains and indicators. The study’s findings could significantly impact TVET education
system, benefiting students, teachers, institutions, and the Ministry of Education by
producing competent, trained human resources and enhancing skills and competencies
(Yusop et al, 2023). Moreover, Agwi et al (2018) recommends that improving skill
development in TVET programs should be done by providing quality access, efficient
supervision, and adequate instructional facilities. Training institutions should also be
prepared to assign students based on SIWES performance and host in-service/workshops for
TVET educators to stay updated on program developments. In addition to this, TVET
institutions must address financial challenges, equipment unavailability, and lack of qualified
lecturers to replace lost skills effectively (Ngoni Courage Shereni, 2019). TVET can help
students drop out during school closures and reskill unemployed individuals. It helps develop
skills for COVID-19 adaptation, focusing on cognitive and socioemotional skills like
empathy and resilience. Investment in technology and digital skills ensures lifelong learning
opportunities and workforce adaptability (Hoftijzer 2020).
To conclude, skill development and having the right tools and technologies are what
is important to future workers. Not only that, but having the right social skills as well and
building relationships are essential. However, having such skills and tools will not always
guarantee that graduates are ready for the workforce. Even so, this should not stop learners
from giving up while in the TVL track. Some international studies have proven that TVET,
an education with a similar goal to TVL, have the potential to close skill gaps and lower
employment (Puckett et al, 2012). With that, TVL graduates are sure to have their life set by
the time they graduate, having the social and technical skills needed to gain basic experience.

III. RESEARCH METHODOLOGY
A. Research Design
The researchers will use a self-administered questionnaire for this study. The
researches use descriptive research methods using self-administered questionnaires,
collecting qualitative data in person. This research design will explore the perceptions of
Cagayan National High School-Senior High (CNHS-SHS) Technical Vocational Livelihood
(TVL) students on learning and acquiring technical skills. This will involve giving
questionnaires to the students as well as interviews with them. The questionnaire and
interviews will focus on the students' perceptions of learning and acquiring technical skills,
their experiences, and their overall thoughts about the topic. This research design will give
insights into students' technical skills, perceptions, and experiences at Cagayan National High
School-Senior High (CNHS-SHS) Technical-Vocational Livelihood (TVL) students.
B. Sampling Procedure and Samples
In this study, stratified sampling techniques will be utilized to acquire the information
needed. A stratified sampling technique will be used to gather information and to divide the
population into subgroups based on the specializations that they share 3 respondents per
specialization. This sampling is preferred because it is applicable to the type of research that
the researchers want to conduct. All senior high school students enrolled under the Technical
Vocational and Livelihood (TVL) strand will be used as respondents for this study. Using
stratified sampling, the researchers will specify the students in the different subgroups based
on their specializations in order to give more accurate information.
C. Data Gathering Methods
A letter of consent to conduct the study was prepared. The researchers constructed a
self-administered questionnaire with open questions and with both singular and multiple
responses. The researchers conduct the research in Cagayan National Highschool (CNHS-
SH) , Tuguegarao City through the questionnaire, because of the advantage of it being that it
has more opportunity for participants to ponder on their responses. Moreover, the researchers
clarify terms that some participants may have trouble understanding. The researchers also
stress the importance of answering honestly.

D. Data Analysis
To answer the first, third, and fifth questions regarding the key factors that influences
the Cagayan National High School – Senior High students(CNHS-SHS)’ perception, barriers
they encounter on aiming their skills, and the technical skills that students weigh most
valuable and significant for their chosen field, the researchers will use survey method in the
data gathering from participants. The participants will answer a set of questions.
Moreover, to answer the second and fourth questions of the statement of the problem,
the researchers will use narrative analysis to analyze their hobbies, attitude, and behavior
towards the learning environment of Cagayan National High School – Senior High (CNHS-
SH) Technical – Vocational Livelihood (TVL) Track.

0
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Republic of the Philippines

PERCEPTION OF CNHS-SH TVL STUDENTS ON LEARNING AND ACQUIRING

Kyla Mae P. Sibbaluca

Mrs. Xandra Faye C. Pelagio

A Qualitative Research Submitted to

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

I. THE PROBLEM AND ITS BACKGROUND

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

A. Overview or Background of the Study

Understanding the perception of Technical Vocational and Livelihood (TVL)

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

STATEMENT OF THE PROBLEM

Specifically, it seeks to answer the questions:

2. How do Cagayan National High School-Senior High (CNHS-SH) students enhance

4. How do Cagayan National High School-Senior High (CNHS-SH) students become

C. Scope and Delimitations

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

technology-themed career academies and employers’ technical skills in manufacturing.

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

III. RESEARCH METHODOLOGY

B. Sampling Procedure and Samples

C. Data Gathering Methods

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Nabuya, R. (2019). Nabuya, R. (2019). Students’ Experiences on Technical Vocational and

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

(Maristila Baco 2022). TVL TRACK STUDENTS’ PERCEPTION ON THE

Moral, R. V., Embalsado, E., & Lomocso, V. R. B. (2023). PERSPECTIVE DRAWINGS OF

Oliquino, J. C. P. (2019, November). 21st Century Skills of Students in a Technical

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Icban, A. S. (2019, November). Fit or misfit: Employability of the Technical Vocational

MANLANGIT, A. C. P. (2021). The Challenges of Technical and Vocational Livelihood

Schweisfurth M., Davies L., Symaco L. P., Valiente O.,

Santos, C. G. E. (n.d.). Addressing Communication Requirements in the Technical-

Roble, D. M. L. (2023). Competency Level, Employers’ Expectations and Work Immersion

Orbeta, A. C. (2021). Vocational education and training in the Philippines. International

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Employability Skills in TVET curriculum in Nigeria Federal Universities of Technology.

AGWI, V. I., & IHI, D. L. (2018). STRATEGIES FOR IMPROVING SKILL

(MARGO HOFTIJZERVICTORIA LEVININDHIRA SANTOSMICHAEL 2020). TVET

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Gean, L. M. S. (2010). High school students' perception of career technical education and

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

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