GABALDON VOCATIONAL AGRICULTURE HIGH SCHOOL

SENIOR HIGH SCHOOL

ACQUIRED TECHNICAL VOCATIONAL LIVELIHOOD SKILLS OF GRADE 10

LEARNERS: A BASIS FOR CAREER GUIDANCE SEMINAR

A Quantitative Research presented to the Faculty of Senior

High School Department, Gabaldon Vocational Agriculture High

School in Partial Fulfillment of the Requirements in the

Subject Practical Research

Researchers

Balgos, Diana Grace C.

Balingit, Lyan Reign S.

Cayaban, Dominic

Cayaban, Rhenz Rheniel G.

Corpuz, Angelyn M.

Larida, Ma. Marjorie L.

Lolong, Adrian James G.

Quiday, Algelyn D.

Ringor, Ronald A.

Villanueva, Rey Alvick N.

September 2023
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Chapter I

The Problem and Its Setting

Introduction

Technical Vocational Livelihood track is designed for

students who wants to work after they proceed from senior

high school. This track has strands in which different

skills and knowledge are taught with specializations for

their chosen strand. These vocational courses give students

the skills they need to get certifications for necessary

work. A major reason for this track is to be able to prepare

students for work overseas as skilled workers and equip them

of skills needed for employment after graduation.

In relation to this, technical vocational livelihood

strands are taught with variety of teaching strategies for

the classes, and the extreme frequency of application of the

strategies is a manifestation of good practice of teaching

strategies (Pangan, 2022). Learners are subjected to

assessments involving practical skills, namely; housekeeping

skills, industrial skills, agricultural skills, information

and communication technology (ICT) skills necessary to be

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ready for employment. These skills are often acquired

through dependence on learning-by-doing in order to properly

master the skill.

According to the Department of Education (DepEd) K-12

memorandum, there are four strands under the Technical

Vocational Livelihood track. These are Agri-Fishery Arts

(AFA), Home Economics (HE), Information and Communications

Technology (ICT), and Industrial Arts (IA). The

specialization of Agri-Fishery Arts equal to the

qualifications under agriculture and fishery skills. In this

strand, the cultivation of plants and animal production to

harvest consumables are demonstrated. In Home Economics, the

qualifications under garments, tourism, health, processed

food, and social and community development service sectors

are the focus. Learners under this will demonstrate

necessary skills in taking care of oneself and family, as

well as services to the community. Moreover, in Information

and Communication Technology, skills regarding effective

usage of applications and management of technology for

customer service and designing demonstrated. Lastly, in

Industrial Arts, the construction, land transport,

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electronic involved skills, furniture and fixtures, and

metal and engineering are

demonstrated to qualify for the maintenance services,

craftmanship and machine safety usage.

Furthermore, people with these skills are widely

depended on and are currently on demand. The Technical

Education and Skills Development Authority (TESDA) has

initiated the conduct of Skills Demand and Supply Mapping to

generate much needed information on the skills requirements

of industries as well as the availability of much needed

skills in each of the provinces in the different regions in

the country. This is aimed at providing direction in the

prioritization and implementation of TechVoc programs

and services.

This study is anchored on the four acquired skills that

are utilized in the TVL track. The researchers will seek the

relationship between the profile of respondents and their

acquired TVL skills. Additionally, this highlights the

skills required for specific strands that will be a basis

for a career choice guides.

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Theoretical Framework

Skill Acquisition Theory claims that adults commence

learning something through mainly explicit processes, and,

through subsequent sufficient practice and exposure, proceed

to implicit processes. The basic claim of Skill Acquisition

Theory, according to Dekeyser (2007), "is that the learning

of a wide variety of skills shows a remarkable similarity in

development from initial representation of knowledge through

initial changes in behaviour to eventual fluent,

spontaneous, largely effortless, and highly skilled

behaviour, and that this set of phenomena can be accounted

for by a set of basic principles common to acquisition of

all skills.

In the acquired technical vocational learning (TVL)

skills of grade 10 learners, skill acquisition theory can

explain how the learners were able to acquire their skills

based on their declarative and procedural knowledge. In this

context, their acquired skills would be described and

identified, as well as categorized onto explicit and

implicit levels. As stated in the skill acquisition theory,

skills are learned and represented through knowledge of the

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learner. These representations will allow comprehension on

the skills they possess.

Conceptual Framework

Anchored on the Skill Acquisition Theory, this study

will focus on identifying the Acquired Technical Vocational

Livelihood Skills of Grade 10 Learners as follow; (1)

housekeeping skills; (2) industrial skills; (3) agricultural

skills; and (4) ICT skills. The grade 10 learners’ acquired

skills and the relationship between grade 10 learners and

their technical vocational skills will be described.

In general, the theory will try to identify and help in

describing the acquired TVL skills of the grade 10 learners.

In essence, this study described the acquired TVL

skills of grade 10 learners and identify the relationship

between the TVL skills and the learners’ profile in order to

generate a conclusion that will be a reliable basis for a

career guidance seminar and justify the choice of learners

based on their skills.

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Research Paradigm

The fundamental concept of this study focuses on the

identification of relationship between grade 10 Learners,

the learners will be assessed using collection and analysis

of data through survey questionnaire.

INPUT PROCESS OUTPUT

 Profile of the Collection and analysis Basis for Career
respondents of data attained from Guidance Seminar
a. Sex the grade 10 learners
b. Curriculum through survey
program questionnaire
 Acquired
Technical
Vocational
Livelihood
Skills
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Figure 1.
The figure 1 shows the conceptual model of the study on

Technical Vocational Livelihood Skills of Grade 10 learners.

The first frame presents the input of the study that

includes the profile of respondents such as sex and

curriculum program, and the independent and dependent

variable which are the Technical Vocational and Livelihood

Skills and Grade 10 learners.

The second frame presents the process of the Technical

Vocational Livelihood Skills of Grade 10 Learners: A basis

for career guidance seminar study that involves assessment

of through survey questionnaire, case study, group

discussion and lastly collection analysis of data.

The third frame presents the output of the study which

will be a basis for career guidance seminar program of Grade

10 learners.
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Statement of the Problem

This study aims to determine the acquired technical

vocational livelihood skills of grade 10 learners from

Gabaldon Vocational Agriculture High School.

Specifically, it seeks to answer the following

questions:

1) How may the profile of the respondents be described in

terms of;

1.1 sex; and

1.2 curriculum program?

2) How may the respondents describe acquired skills in

terms of;

2.1 housekeeping skills;

2.2 industrial skills;

2.3 agricultural skills; and

2.4 ICT skills?

3) Is there a significant relationship between the profile

of the respondents and their TVL skills?

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Hypothesis of the Study

The following hypotheses are formulated and will be

assessed in the study:

1. There is no significant relationship between the

profile of the respondents and their technical

vocational livelihood skills.

2. There is a significant relationship between the

profile of the respondents and their technical

vocational livelihood skills.

Significance of the Study

The result of this study is deemed significant to the

following stakeholders:

Learners - This study is significant for Grade 10 learners

as it assesses their technical vocational livelihood skills.

It can assist students in determining their areas of

strength, weakness, and skill development, empowering them

to make better judgments regarding their future careers.

Teachers - By learning more about the particular demands and

difficulties of their Grade 10 pupils, teachers can receive

valuable insights from the study. This information can help

them create curricula and instructional strategies that will

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maximize student growth, better prepare them for future

careers, and create an objective path for the learners.

Parents - Parents have a critical role in guiding their

children's career choices. The study can provide parents

with valuable information about their child's skills and

interests, aiding them in offering appropriate support and

guidance as well as educating them on the possible career

paths that tailors their skills objectively.

Community - Understanding the occupational abilities and

possible career choices of local Grade 10 students can be

beneficial to the community. With this information,

community-based initiatives and support networks may be

better adapted to the requirements of young people.

School Administration - The results can be used by the

school administration to improve career counseling services,

make wise resource allocation decisions, and form alliances

with nearby businesses for apprenticeships and internships.

Future Researchers - The results of this study can be used

as a foundation for more research into career development

programs and vocational education. The results can be

expanded upon by researchers to examine and enhance career

development techniques.
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Scope and Delimitations

The sole purpose of this study is to identify the

acquired Technical Vocational Livelihood (TVL) skills of

grade 10 learners from Gabaldon Vocational Agriculture High

School the year 2023-2024, who are on the last phase of

junior high school and will soon move to senior high school.

This study will focus on the grade 10 learners and

their (1) Agricultural Skills, (2) Housekeeping Skills, (3)

Industrial Skills; and (4) ICT Skills in order to gather

data on their acquired Technical Vocational Livelihood

skills and prepare them for the upcoming school year wherein

they would choose tracks and strands to belong in.

Moreover, this study will use a survey questionnaire as

the primary tool to gather information and new knowledge to

get the necessary answers from the respondents to carry out

this study.

Definition of Terms

For a more thorough and clearer comprehension, the

following terms are defined operationally:

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Agricultural Skills - abilities and knowledge necessary for

successful cultivation and management of crops and

livestock.

Housekeeping Skills - essential skills that allow a

housekeeper to be effective at their job.

Industrial Skills - a branch of training designed to develop

the skills and knowledge required of workers in the process

and manufacturing industries.

Information and Communication Technology Skills - use of

digital technology includes using a computer, tablet or

mobile phone or send an email, which are examples of using

basic ICT skills and technology.

Strand - an area of study under an academic track that

senior high school students must take to prepare for their

chosen degree in college.

Technical Vocational Livelihood – a track gives senior high

school students access to vocational courses.

Track - specific areas of study much like college courses.

Vocational Courses – instructional program focused on

practical work, preparing students for a particular trade or

skilled profession.
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Chapter II

Review of Related Literature

This chapter provides an overview of the related

literatures and studies as well as previous researches found

by the researcher.

The review of related literature is divided into six

parts, namely; (1) TVL Skills, (2) Agricultural Skills, (3)

Industrial Skills, (4) Housekeeping Skills, (5) ICT Skills;

and (6) Synthesis.