Assessment of the Joint Delivery Voucher Program for Senior High School Information

and Communication Technology in Public Secondary Schools in the Division of

Catanduanes

CHAPTER II
REVIEW OF RELATED LITERATURE

Related Literature and Studies

History of Basic Education and K-12 in the Philippines
Education is one of the very important aspects of learning that every individual enters for

them to learn subjective and objective aspects in their life that will help them in their future.

According to Robinson (2022), Education is a systematic approach to learning. Training is a sort

of education that emphasizes the acquisition of certain skills. Jon Dewey (1916) also expressed

his definition of education as a social activity, a "process of living rather than a preparation for

future life," as one scholar put it. Educators, in this perspective, focus on learning and being with

people rather than acting on them. Their job is to reduce, bring out, or develop potential in others

as well as oneself. In modern society, education is the process of formally teaching what they

refer to as a “student”. The one who teaches a student is referred to as a “teacher”. The teacher is

a trained professional who majors in teaching a student in terms of different areas of expertise

they are experts in. It is also referred to as an exchange of ideas between the teacher and the

student. A student goes to school or attends online classes to be formally taught by the teachers

in different aspects and in different ways. As stated earlier, it is a formal way of teaching which

is why teaching or education itself has different aspects and there are different ways of teaching a

student based on theories and educational standards that are set by the early people who have

invented school. Aside from having different aspects or approaches in teaching, education has

different types. They are formal, non-formal, and informal education. According to the Council

of Europe Portal, Formal education is an organized educational system that extends from primary
(and in some countries, nursery) school to university and includes specialized vocational,

technical, and professional training programs (2020) while informal education is a type of

education or learning process where no teacher, instructors, or guidance from university is

involved. Rather, it is a learning process where only individual learning is going through it on

his/her own only with the help of materials from his or her own environment and experiences.

The last form of education is the non-formal education wherein they still do practice and exercise

the learning process however, the only difference is that they are outside the formal education

process and institutions. It can be voluntary, which means that the individual can go to whenever

he/she wants as long as it suits her time, and it is very accessible to everyone. Primarily, it is

about learning life skills and preparing for active citizenship (European Youth Foundation,

2020). It can be derived from the meaning and ideas above that education is a lifelong process

and does not stop the moment an individual has already graduated or stopped going to school.

Rather, it is a life-long process of learning for an individual for as long as they want to.

In the Philippines, education is influenced mainly by the foreigners and colonizers who

have entered the Philippines in the 18th century. Before the Philippines attained its

independence in the year 1946, the Philippine education system is motley anchored with its

colonizers, the Spaniards and American. Primarily, education for ancient Filipinos during the

time when the Spanish colonizers have not yet entered the Philippines is the act of teaching little

kids with baybaylan– the alphabet system of the ancient Filipinos and teaching the kids spells

and witchcraft. Teachers are the babaylan, someone who can communicate with the spirit realm,

has her own spirit guides, and is endowed with healing, foresight, and insight. She may also be

familiar with healing techniques such as hilot and arbularyo. She is a diviner, chanter, and

ritualist. She has the ability to go to the spirit world or other realms of existence in order to
communicate with the spirits. Other indigenous languages of the Philippines refer to Babaylans

as Mombaki, Dawac, Balyan or Balian, Katalonan, Ma-Aram, Mangngallag, Mumbai, and

Mambunong (Center for Babaylan Studies, n.d.). However, when the Spaniard Colonizers came

to the Philippines, a new kind of education setting was introduced but became limited only to

those who can afford it, specifically those Filipinos back then who has the influence and who has

the money. Formal education was introduced to Filipinos in the Spanish period but was mostly

open to males. Spaniards began teaching Christianity, the Spanish language, and Spanish culture

after studying the local languages and writing systems, according to k12 Academics (n.d.) . As

early as the 16th century, these religious institutions established the first schools and universities.

After arriving on the islands, Spanish missionaries founded schools. Spaniards back then respect

friars and treat them higher than the government officials back then because they believed that

these priests were closer to what they believed their god is that is why most friars are the ones

responsible for teaching their students. They serve as their teacher and administrator as well.

According to K12 Academics (n.d.), there is a complete difference between the school of boys

and girls as for boys, the above mentioned is what they are focused on in learning while the girls

back then are taught and are prepared themselves to enter the convent and womanhood. This

means that they are prepared for being mothers, being stay-at-home ladies. This is also the

reason why until today, women are regarded as weak, non-leaders, and the kind of people that

should stay at home and cook for their families. Ever since, the education reform during the

Spanish Era and the American Era, education in the Philippines has long been given importanc

by many Filipinos. In fact, several type of education reform has been done in the Philippines ever

since because eof how Filipinos valued the importance of learning. It is also the reason why
many of the Filipinos in the society believes that they will have a higher chance of getting

accepted in jobs and opportunities will come near them the higher their educational attainment is.

It is one of the most noted remarks that Spaniards and Americans left in the Philippines.

In fact, this thinking and ideology are still evident and present in the modern society norms up

until today. The more the education in the Philippines becomes highly important to Filipinos, the

more the government tries to reform it and choose which one is the best for students in the

Philippines to practice. Jobs and opportunities, as believed by many Filipinos will come to the

door only if a person finishes their Hughes attainment of education which is college. Truly

enough, many companies in the Philippines, as of today have curated their qualifications for each

job applicant to have completed their studies up until their undergraduate program. However,

due to the poor situation in the Philippines, many Filipinos stop going to school and instead,

work for their families who are thriving in surviving their everyday needs. According to NEDA

(2021), the poverty rate among the population rose to 23.7 percent in the first half of 2021, up

from 21.1 percent in the same period of 2018. This equates to an additional 3.9 million Filipinos

living in poverty, which then equates to more Filipino children not being able to enter college or

any school activity or problems in the Philippines (Meron, n.d.) According to the Charity Ed

(2020), four out of seven Filipino children only have the capacity to finish high school and out of

those four, only one will have the chance to go and continue to a university. This shows how

poverty plays a great influence in the children being able to continue their college up until

college. In 2018, approximately 26 million individuals, or a quarter of the 105 million

inhabitants in the Philippines, were poor. The Philippines has fought a long struggle to improve

such numbers through numerous anti-poverty measures such as Comprehensive Agrarian Reform

and the Social Reform Agenda. However, it still has not been solved and many Filipino families
have experienced extreme poverty to the point where their children go to work instead of going

to school. Education in the Philippines turns to become a limited opportunity for those who can

only afford the expenses of going to the level of formal education in the country. This is the

reason why the education reform that happened back in 2016 which was the K-12 formal

education received mixed comments and reactions from Filipino may be it a student or a parent.

It received mixed reactions as K-12 prolonged the students of going into another two years in

high school. According to most of the Filipinos, this hindered and wasted financial assistance

from them and gave them a hard time of letting their kids graduate on time. Many issues have

arised however, opportunities, as promised by the government was also presnet the moment that

K-12 was applied in the educational setting back in 2016.

The quality of education in the Philippines has been a long issue of the country and which

also triggered the education sector of the country to reform its basic education setting to K-12

which added two more years of high school which referred to as senior high school. By adding

two years to high school and making secondary education obligatory, the new senior high school,

which is part of the Enhanced Basic Education Act (a.k.a., K-12 Law) passed in 2013, intends to

address low performance and enrolment rates and assist meet worldwide standards. Senior high

school students can choose from four tracks: academic, technical-vocational-livelihood, sports,

or the arts. According to the ASEAN (2018), Philippines ranked 31st in terms of attractiveness,

61st in terms of investment and development, and 26th in terms of preparedness. Similarly, the

Philippines had the lowest grade for investment and development last year. Arturo Bris, head of

the IMD World Competitiveness Center, informed the media in 2018 that the Philippines' labor

force lacks the capabilities that companies want. He noted that the Philippines was making

success in managing its talent pool and that it was one of only two Southeast Asian nations,
along with Malaysia, to increase government spending in education as a percentage of GDP

(GDP). "However, the Philippines' capacity to supply the economy with the skills it requires

deteriorated in 2018, pointing to a mismatch between school curriculums and business

expectations," he added. The continuing lowering of te quality of education in the Philippines for

the past years is the reason why the education sector in the Philippines have thought of different

educational reforms that will change the education quality being experienced by Filipinos

students in all year levels. In the study of De Guzman (2003), he explained the Philippine

Education System, in which during that time is still a 6-4-4 educational system which means six

years of education in elementary, four years of learning in high school, and 4 years learning in

college. He stated that the Philippine school system was claimed to be one of the largest in the

world at that time. Enrollment at all levels was 16.5 million in 1991, according to the

Congressional Commission on Education Study, also known as the EDCOM Report. According

to recent figures from the Department of Education (DepEd), the combined enrolment size in the

basic education system was 19,138,635 as of Curriculum Year 2000-2001, demonstrating a

remarkable rise in the demand for education in the country. The country's Education for All

program, as well as the stated provision of the 1987 Philippine Constitution, have resulted in this

scenario. It can therefore be concluded that during that time of the year when the basic education

was still promoted and applied in the Philippines, many students are enrolled and there is a great

control between the students who have studied during that time. However, not only that is the

factor as to why the education sector in the year 2001 can be concluded as greater than today,

Several factors are also present such as the economy difference during that time to what it is

today, and as well as the recent happenings that had occurred for the past six years that K-12

have been applied in the education system in the Philippines.

Senior Highschool and Technical-Vocational Program

One remarkable reform after the basic education in the Philippines which promotes ten

years of education has been reformed in the year 2012 and had been replaced by the new K-12

reformation of education in which the 6-4-4 term was changed into 6-6-4. This means that there

will be an additional of 2 years in high school which was later called the senior high school

grades 11 and 12. Academics, technical-vocational-livelihood, sports, and arts and design are the

four subjects in senior high school, in contrast to the former system. Students can pick from one

of four paths depending on their post-secondary goals. For individuals planning to continue their

education after high school, the SHS curriculum has been matched with the Commission on

Higher Education to guarantee that graduates are prepared to manage college work.

Because some of the disciplines will be taken at SHS, the general education curriculum in

college will have fewer units (Bermudez, 2018). The purpose of the K to 12 educational reform

was established by the Philippine government in the year 2012. The Philippines started its "K to

12" Program, a comprehensive education reform. The Philippines is catching up to global norms

in secondary education and placing a high importance on kindergarten as a result of this reform.

The educational system's structure, courses, and philosophy are all being revised and improved.

The new strategy emphasizes "preparation" for higher education, "eligibility" for admission to

domestic and international higher educational institutions, and instant "employability" after

graduation, all of which contribute to the development of a "holistically developed Filipino."

Although this approach looks noble and current, it has educational and social flaws (Masayoshi,

2013). It is then normal for education reforms to undergo several issues and challenges most

especially pertaining to the children who will undergo the said reform and as well s their parents

who basically provide financial assistance in providing education for their children. K to 12
education, as stated earlier is an educational reform in the Philippines, which, according to its

supplementary and description help the students in providing preparation for their upcoming year

in college where they basically will start honing their skills and prepare for the profession that

they want to tak up in the future. According to the Official Gazette of the Philippines (n.d.), the

K to 12 Program includes Kindergarten and 12 years of basic education, including six years of

primary education, four years of junior high school, and two years of senior high school, in order

to provide enough time for students to master concepts and skills, develop lifelong learners, and

prepare graduates for tertiary education, middle-level skills development, employment, and

entrepreneurship. According to the website, the K to 12 Program aims to strengthen early

childhood education, make the curriculum relevant to learners, ensure integrated and seamless

learning, build proficiency through language, gear up for the future, and nurture the holistically

developed Filipino. In a nutshell, the curriculum basically provides easier access for students and

teachers and reforms in a way where subjects are being taught to students. It has been added by

the Official Gazette that the current curriculum that the students are undergoing in their

education has “been enhanced for K to 12 and now gives more focus to allow mastery of

learning” . It is then stated that the traditional curriculum or the curriculum practiced before the

K to 12 learning has a vague and unclear standard which adds confusion and do not serve as

specific benchmarks for what students should know and be able to perform.

Despite this, policymakers have begun to alter education policy by reallocating current

funding to more productive sectors of education, introducing financing schemes to cover gaps,

and/or reorganizing management and institutional structures (Tiongson, 2005). These reforms

differ from the common curriculum reforms or professional development initiatives in the sector

because they change the distributional effect of education by modifying how rather than what
education services are given (Egalite, Fusarelli, & Fusarelli, 2017; Wong, 1994). The measures

used to accomplish education reform differ as well: policies, resources, and incentives

(McDonnell & Elmore, 1987). Rules and mandates are critical in determining the scope of

central administration's jurisdiction and control, as well as ensuring that all units conform to the

same standards. It is thought that resource limits limit educators' capacity to provide educational

services that are supported by appropriate classrooms, skilled teachers, and sufficient learning-

friendly texts. Policy interventions such as payment and transfer programs have been shown to

impact household behavior by keeping children in school who would otherwise participate in

child labor (Baird, Ferreira, zler, & Woolcock, 2014). First and foremost, a consistent

understanding of a complete governance structure for education is required. Many researchers

have correctly advocated for combining public policy ideas with education policy in order to

adequately comprehend and handle the sector's difficulties (Grace, 1995; Whitty, 2002). There is,

however, little theoretical work that provides a coherent definition of education policy or system

improvements. The term "education system" is frequently used to refer to anything related to the

planning and execution of education, including laws, rules, administrative offices, employees,

and instructional materials. Educational policy, in this perspective, refers to any action that has

an impact on the educational system, with the term 'policy' being taken from policy studies

without a thorough grasp of its purpose (Corson, 1986; Ranson, 1995). These broad and catch-all

conceptualizations have sparked just a few theoretical disputes regarding how best to construct

education systems and develop education policy. The K-12 implementation in the Philippines is

based on many different reasons particularly to the one discussed above, which is to strengthen

the education in the Philippines and for the students to have better foundation in the track that

they will soon have in the future. Although according to what has been stated earlier that
policymakers have vague reasons as to why they try to reform education in the country that they

lead on, speculation in the Philippines arises that the Philippine government has reformed the

Philippines because of the fact that the Philippine’s traditional education system which is 10

years of basic education is one of the oldest educational systems in Asia and all over the world.

To harmonize the country's curriculum and fulfill the demands of a global market where

excellent education has become a must for all, the Philippine Educational System adopted a

contemporary and dynamic curriculum based on a 12-year program (Dizon et al, 2019)

As has been stated earlier, ever since the K to 12 has become the education system that is

mandatorily embraced by the students in the Philippines, several issues have arisen months after

it has been implemented. In fact, In March 2017, parents, teachers, and students of Manila

Science High School have petitioned the Supreme Court to resolve their June 2015 petition to

stop the K to 12 programs, claiming that it had resulted in the State's clear abandonment of its

constitutionally mandated obligation to provide free public education and make quality education

accessible to all. Garry Martinez's comment was mentioned in an article authored by Umil, A.,

and Andres, I., (2012). Families prioritize food expenditure and other fundamental requirements,

according to the Family Income and Expenditure Survey (FIES). "The extra two years of

schooling will be a hardship on the OFWs; they'll have to borrow money for enrolling or work

three times as hard only to pay for school fees and other costs." Vizconde In their study, (2015)

highlighted four developing challenges in K to12 systems: 1) teacher displacement at the tertiary

level; 2) lack of knowledge on implementation guidelines; 3) shortage of university students for

two years, and 4) lack of resources for implementation. In fact, in the study of Cocal and

Marcellano (2017) they claimed that the current educational and physical facilities of some

schools, particularly in public elementary schools in Pangasinan did not comply with the
minimum specifications stated by the Department of Education that needs to be complied by a

school to make it an enhanced learning location or place for upcoming grade 11 and 12 students.

The Philippines is a developing country in the world have many families living in poverty. Most

of the people that belonged in this sector have always had a hard time surviving everyday

necessities in life but many still continue to send their children to school. However, with the

educational reform being effective, many Filipino families, specifically those belonging to the

middle class and lower class had the least expectations of the current curriculum being

undergone by their children. These issues did last for a couple of families up until today where

the the curriculum is being applied for almost a decade. Still, many challenges are experienced

by the education sector in the Philippines which affects Filipino families as well.

Despite these issues and challenges that the educational reform in the Philippines has

experienced, many students and universities have experienced great improvements in their

studies as well. Cruz cited the following reasons for supporting the K to 12 basic education

system in the philippine basic education curriculum in one of his columns in a local newspaper:

it allows students to have sufficient training time to carry out subject-related tasks that have

made them more ready in various subjects; students in this program are well qualified to enter

the workforce, and Filipino graduates are immediately accepted as professionals. In fact,

according to Mohammad, N.'s research (2016), while some parents saw this program as a

negative experience that put them and their children under a new physical and financial burden,

others saw it as a positive experience that allowed learners to choose the career path that best

suited their talents. Various perspectives from those participating in various studies were

honored. The Official Gazette of the Philippines have stated several features of the K to 12

education reformation in the Philippines and one of which was highly appreciated by both the
teachers, students, and parents is the implementation of the (Mother Tongue Based Multilingual

Educatio) MTB-MLE learning. In the Philippines, the Mother Tongue Based Multilingual

Education (MTB-MLE) policy mandates the use of local mother tongues as the language of

instruction from Kindergarten to Year Three (K-3), with the official languages (Filipino and

English) being introduced after grade three (Assessment, Curriculum, and Technology Research

Centre, n.d.). It has been highly appreciated by many because it encouraged the students to speak

their own dialect which then improved the performance and participation of the students as it

brought their confidence in speaking and raising questions and inquiries to their teachers.

(Mother Tongue Based Multilingual Education) MTB-MLE is helpful to most the students that

are not influenced by speaking English and Filipino especially when they live in rural provinces

where Tagalog and English are rarely spoken. Speaking in their mother tongue for both the

student ad the teacher is a powerful tool for creating high-quality education as this will bridge the

gap of lack of communication between the student and the teacher. Not only that but (Mother

Tongue Based Multilingual Education) MTB- MLE will also be a great help in helping a student

appreciate their mother tongue or dialect even more as they will use this as their primary way of

conversation in the school setting. Apart from the (Mother Tongue Based Multilingual

Education) MTB-MLE, the senior high school program which was basically the K-12 offered a

whole new perspective of the usual curriculum taught to students belonging to Junior High

School. Apparently, Senior Highschool is just like College wherein semesters are applied and the

subjects are prior to the academic strand or track that the student wishes to attend. In short, the

subjects are curated depending on the track that the student chose. Apart from that, the Philippine

government also ensured to address the concern of the parents, they have offered educational

vouchers for those junior high school students that attend school in public schools that they can
use to enroll in their choice of school for grades 11 and 12. Moreover, the government also

promised that the students that will finish the senior high school program can go straight to

finding jobs and work that will suit their skills after attending classes in their chosen track and

strand. As said by the Official Gazette, Senior High School "completes" basic education by

ensuring that graduates are prepared for the job, entrepreneurship, or further study. This is an

improvement over the 10-year cycle, in which high school graduates still require more education

(and costs) to be ready for the workforce (n.d.). Overall, K to 12 will provide a comprehensive

education for all pupils. Students will develop their communication and social skills, as well as

good peer interaction and a variety of educational outcomes. Students will also obtain additional

information and experience, which will be useful in the future. Moreover, most of the students

believe that they will be learning many things and this curriculum will help them face higher

education all set and ready.

With all of the statements and the ideas presented above, it is clear that the opinion on

whether the implementation of K-12 Basic Education in the Philippines is effectively applied to

students or not. Rather, it became divided into sections as not all schools in the Philippines have

the facilities to implement the senior high school curriculum well. It can be seen that there is a

margin of error in determining whether it is an effective tool for helping students choose their

careers in the future. The opinions are divided and there has still a lot of improvements that need

to be done in the education system in the Philippines. The situation of education here in the

Philippines is that the quality of education is divided based on the socio-economic status of a

student, which should be solved by the country as it should not be that way. If this will continue,

it will turn out to be perfectly clear that the education system here in the Philippines, as well as

the situation of the quality of living in the Philippines, will be divided into those people who
benefit from the education reformation and there are those that will not. It is neither possible to

happen because of the current situation of the economy of the country but regardless of that fact,

the government should not sleep on this rather, they should continuously solve the arising

problem because the ultimate reason for education reform in the Philippines just like the

implementation of k to 12 programs to he basic education of Filipino students is for them to

enhance their lives and their quality of education.

The Educational reform in the Philippines have which came from just the ancient

Filipinos, being influenced by Spanish and American Colonizers has changed whole drastically

especially when the Philippines experienced its independence. Apart from that, the government

is very ambitious in leveraging the quality of education that has been in the Philippines as they

believe that that will not only affect the child’s future but the economic prosperity of the country

as well. The K-12 Program, the education reform that happened in the year 2013 has had the

biggest impact on the education system in the Philippines that divided the opinion of the

Filipinos into several opinions. Despite the issue and challenges faced by the implementation, the

K to 12 curricula is being implemented up until today, providing 12 years of basic education for

Filipino students. Although it can be stated that the program is successful, the government can

not be complacent about the issues that the curriculum might face in the future as K to 12

programs continue to progress in the following years. K to 12 is implemented but still, the

quality of education is not just measured in terms of the type of education curriculum the country

is practicing and implementing but it is measured based on the performance of teachers, the

quality of the place that the students go in to study, the equipment and facilities. Apart from that,

looking at the teacher’s perspective is also one of the keys to making the k to 12 education better

as time pass by. Teachers should not be disregarded and their work should highly be appreciated.
That means giving them the salary and benefits they deserve, especially for public school

teachers who are directly handled by the government. Giving them benefits and the right salary

that they deserve will keep them motivated in what they are doing. It has also been shown that

improving their benefits and salaries will help them exert more effort and love for what they do

thus creating better education for the students as well since they are one of the main sources of

knowledge and learning for students who study in schools apart form textbooks and activities. In

a study by Dizon et al (2019) several recommendations were proposed as they have found out

that in this new curriculum, different interactive teaching tactics and approaches must be

implemented since it allows students to immerse themselves in the actual world and perceive a

wider picture of it. Teachers' participation in various courses and seminars should be maximized

to ensure that they have the essential competencies and abilities to cope with the pupils who have

joined this new class curriculum must be practiced, as well as the improvement of the facilities

are some of the things that the Philippine government should look upon and monitor upon

implementing K to 12 because this highly affects the learning princess of a student. If this has

not been addressed and solved, the K to 12, which is a helpful instrument for students might be a

struggle instead.

Joint Delivery Voucher Program

The Joint Delivery Voucher Program (JDVP) for SHS-TVL, initiated by the Department

of Education (DepEd) in the Philippines, aims to enhance educational opportunities for Senior

High School students in the Technical-Vocational-Livelihood (TVL) track by providing financial

assistance through vouchers. These vouchers, worth PHP 12,550, cover training costs for 320

hours in chosen TVL specializations. The program targets Grade 12 students in public schools

that lack the necessary facilities for comprehensive TVL education, covering tuition and

miscellaneous expenses related to the training (Mateo, 2019). JDVP-TVL utilizes partnerships
between public schools and external TVL service providers, including private schools and

technical institutions. This approach is supported by the legal framework of Republic Act 8545,

known as the Expanded Government Assistance to Students and Teachers in Private Education

Act (E-GASTPE), which acknowledges the collaborative roles of public and private institutions

in providing quality education (News BEaST Ph, 2019).

An evaluation conducted in Occidental Mindoro between 2017 and 2021 demonstrated

the program’s effectiveness in facilitating access to specialized TVL education, addressing

resource gaps in public schools, and improving the vocational training quality (News BEaST Ph)

. However, challenges remain, such as geographical restrictions regarding the location of partner

institutions relative to public schools. Institutions further than eight kilometers from qualifying

schools are included only if they offer additional supports like mobile TVL labs and student

accommodations (Philstar). Additionally, conferences and workshops serve as critical platforms

for stakeholders to exchange ideas, review the program’s progress, and plan for future

enhancements. These events are essential for fostering a collaborative environment and refining

the program to better meet the needs of the students and the evolving job market as stated by

Villegas (2024)

Moreover, studies and evaluations play a crucial role in assessing the effectiveness of

JDVP-TVL. Surveys and feedback mechanisms are employed to understand the impact of the

program on beneficiaries, guiding future policy adjustments and resource allocation. These

evaluations help pinpoint strengths and areas for improvement, ensuring that the program

remains responsive to student needs and industry demands (Wazzup Pilipinas News and Events,

2023). The JDVP-TVL plays a vital role in enhancing the employability of Filipino youth by

providing them with necessary skills and competencies through structured vocational training. Its
success depends on ongoing adaptation to meet the changing needs of students and the labor

market, integrating resources from both public and private educational sectors to create a

comprehensive vocational training environment.

Related Studies
The Technical-Vocational-Livelihood (TVL) track in senior high school aims to provide

students with industry-based skills and knowledge that will prepare them for future employment

or entrepreneurship. As part of their curriculum, TVL students are required to undergo in-house

work immersion to gain actual work experience in their chosen field.

Several studies have explored the lived experiences of TVL students during in-house work

immersion. One study conducted by Castro and Zamora (2019) found that TVL students

benefited from work immersion by gaining hands-on experience, developing practical skills,

building confidence, and networking with professionals in their chosen field. The study also

revealed that work immersion helped students clarify their career goals and make informed

decisions about their future.

Similarly, a study by Fajardo (2018) explored the experiences of TVL students who

underwent work immersion in the hospitality industry. The findings showed that students

developed crucial skills such as communication, teamwork, critical thinking and problem-

solving, and adaptability. They also gained an understanding of the importance of

professionalism, work ethics, and customer service in the industry. The study concluded that

work immersion provided TVL students with valuable learning experiences that will help them

succeed in their careers.

Another study by Inanoria & Ramos (2020) focused on the experiences of TVL students in the

automotive industry. The study revealed that work immersion helped students develop technical
skills and knowledge, which boosted their confidence and prepared them for real-world

challenges. Students also learned the importance of safety protocols and proper equipment

handling in the workplace. The study recommended that schools should provide proper guidance

and support for students during their work immersion to ensure a positive experience. The

literature and studies cited that the lived experiences of TVL students during in-house work

immersion have shown that it is a valuable learning experience. It provides students with

practical skills and knowledge that will help them succeed in their chosen career. Work

immersion also helps students clarify their career goals and make informed decisions about their

future. Proper guidance and support should be provided to ensure a positive work immersion

experience for TVL students.

A study conducted by Bormate et al. (2020) found that TVL students felt a sense of

fulfillment and accomplishment through in-house work immersion. They also gained valuable

insights into the workplace culture and developed technical skills relevant to their chosen field.

Another study by Gonzalez (2019) identified several benefits of in-house work immersion for

TVL students, including improved work readiness, enhanced employability, and the

development of workplace communication skills. However, the study also highlighted some

challenges faced by TVL students during in-house work immersion, such as issues related to

workplace safety and inadequate supervision by the host company.

On-the-job training (OJT) has long been recognized as an effective way to prepare

students for the workforce (Vector Solutions n.d.). OJT refers to the process of providing

training to students while they are working in an actual job setting (Aasma, 2023). Furthermore,

OJT is a form of experiential learning that has been shown to improve student's skills and

knowledge. In fact, experiential learning like OJT is often seen as more effective than traditional
classroom learning because it involves direct experience and focused reflection in order to

increase knowledge and develop skills. Research has shown that OJT can improve students' skills

and knowledge, as well as enhance the learning experience by allowing students to apply what

they have learned in a real-world context. (Gavillet, 2018). It is for this reason that being

immersed in real-life situations through OJT allows students to think realistically as well

regardless of whether it is a solution to the problem or how they can interact with others. Being

immersed in OJT and internships allow students to be able to explore real-life situations that will

help them improve their skills in the future especially when they are already professionals.

Several studies have shown that OJT can lead to improved academic outcomes for

students. For example, a study by Samala et al (2020) found that students who participated in

OJT had higher grade point averages and were more likely to graduate than those who did not

participate in OJT. For instance, a study by Lerios (2017) assessed and evaluated the OJT

performance of BSIT students and found a positive but weak relationship between their

academic performance and their OJT performance. However, another study by Hebron (2020)

found that OJT program problems were evident. Nonetheless, it seems that OJT can have a

positive impact on academic outcomes, but it may also depend on various factors such as the

quality of the OJT program and the student's performance during the training. There are different

factors that affect a student’s learning and academic performance, especially those college

students who are nearly graduating. Hence, OJTs are only one of those factors but this will never

define the academic credibility of a student. Students may have personal and family reasons for

such situations where their academic productivity and performance are being compromised.

In addition to improving academic outcomes, OJT can also lead to improved employability for

students. A study by Anjum (2020) found that students who participated in OJT had a higher
likelihood of finding employment after graduation. Similarly, a study by Amoguis (2019) found

that OJT was associated with improved job performance and job satisfaction among accounting

students. As previously mentioned, this type of training provides students especially college

students the background information and first hand experience they need to have in find a job in

the future. Aside from having many experiences which many companies prefer, internships and

OJT simply prepare the students for the next chapter of their life.

However, despite these benefits, there are also challenges associated with implementing

OJT programs. One challenge is the need for effective communication between educators and

employers Albalawi (2020). The reason for this is that the experience of the students becomes at

stake when employers and educators do not meet the same way. This is also the reason why

problems of internships in the Philippines are happening such as students being assigned to a

type of work that does not match their current theoretical learning in school. In short, not having

good communication between different parties puts a risk to the student. Another challenge is the

need to ensure that OJT programs are designed to meet the specific needs of students and

employers (Bilsland 2020). This requires careful consideration of factors such as the skills and

knowledge required for the job, the specific tasks and responsibilities that the student will be

expected to perform, and the organizational culture and values of the employer.

To ensure that OJT programs meet the specific needs of students, it's important to provide

training that is relevant, engaging, and interactive. This may involve incorporating hands-on

learning opportunities, simulations, and case studies into the training program. Additionally,

providing opportunities for feedback and evaluation can help students to identify areas where

they need to improve and adjust their learning strategies accordingly. Practicum is an integral

part of many professional programs that require students to apply the theoretical knowledge
gained in the classroom in real-world settings (Wrenn, 2009). Practicums usually involve a

period of supervised work experience in a professional setting, where students can observe and

participate in actual work activities under the guidance of experienced professionals. This hands-

on experience allows students to develop the necessary skills and competencies required for their

future careers. However, the success of the practicum experience largely depends on the

readiness of students to take on the challenges and responsibilities of the placement. A number of

studies have explored the factors that contribute to students' readiness for practicum.

One factor that has been identified in the literature is students' self-efficacy. Self-efficacy

refers to an individual's belief in their ability to perform a task successfully (Hong, 2021). A

study by Chinga et. al., (2022) found that higher levels of self-efficacy were positively

associated with students' readiness for practicum. Research has consistently demonstrated a

positive relationship between self-efficacy and various aspects of academic and career success.

In the context of students' readiness for practicum and internship, higher levels of self-efficacy

have been found to be positively associated with their readiness.

When students have high levels of self-efficacy, they are more likely to feel confident in

their ability to apply what they have learned in real-world settings. Similarly, a study by Reddan

(2015) found that self-efficacy was positively associated with students' confidence in their ability

to perform in the practicum setting. This association between self-efficacy and confidence in the

practicum setting is an important finding, as it suggests that interventions aimed at enhancing

students' self-efficacy may help to improve their performance and overall confidence in the

practicum setting.

Another factor that has been identified in the literature is students' prior experience. A

study by Paul (2019) found that students who had prior experience in the field were more likely
to feel ready for practicum than those who did not. This suggests that prior experience can help

students develop the skills and knowledge needed to succeed in the practicum setting. Having

prior experience in the field may provide students with a better understanding of what to expect

during their practicum, including the types of tasks they will be expected to perform and the

challenges they may encounter. This knowledge can help students prepare themselves mentally

and emotionally for the demands of the practicum experience. Additionally, students with prior

experience in the field may have already developed some of the key skills and competencies

required for their practicum, such as communication, problem-solving, and critical thinking.

In addition to self-efficacy and prior experience, students' motivation and commitment to

the practicum have also been identified as important factors in their readiness for the placement

(Chen & Shen, 2012). f a student is highly motivated and committed, they are more likely to

actively engage in the learning process, take initiative, and seek out opportunities for growth and

development during the internship. On the other hand, if a student lacks motivation or

commitment, they may not fully invest themselves in the internship experience. This could result

in a missed opportunity for learning and skill development, and could also impact the quality of

work they produce.

A study by Kasli (2013) found that students who were highly motivated to complete their

practicum were more likely to be ready for the experience. In addition, highly motivated students

are more likely to approach the internship with a positive attitude and a willingness to learn and

grow. This can make them more receptive to feedback and guidance from their supervisor and

more engaged in the work they are doing.

However, there are also challenges that can impact students' readiness for practicum. For

example, a lack of support and guidance from the educational institution and practicum
placement site can contribute to feelings of unpreparedness (Masadeh, 2017). A study by Kwon

Jackel (2011) found that students who received more support from their practicum site were

more likely to feel prepared for the experience. For instance, nursing students in their practicum

consider personal factors and mental health problems as challenges they face on a daily abscess

when practicum (Lee et. al., 2023)

The Joint Delivery Voucher Program (JDVP) for Senior High School, initiated by the

Department of Education in the Philippines, represents a strategic intervention aimed at

enhancing the quality and accessibility of Technical-Vocational-Livelihood (TVL) education for

public high school students. This program facilitates partnerships between public and private or

non-Department institutions to provide specialized vocational training that public schools might

not otherwise offer due to resource constraints. By offering vouchers, JDVP enables students to

pursue intensive, specialized TVL training that aligns with industry standards and national

competencies. Given the significant role of vocational education in preparing youth for the

workforce and its potential impact on national development, understanding the effectiveness and

challenges of JDVP is crucial. This literature review collates various studies that assess the

implementation outcomes, educational impacts, and operational challenges of JDVP, offering

comprehensive insights into its strengths and areas for improvement. Firstly, the study by

Declaro-Ruedas (2022) assessed the JDVP's effectiveness between 2017 and 2021 in Occidental

Mindoro. It found that the program significantly bolstered students' competencies, enabling them

to pass national assessments successfully. The study highlighted that the face-to-face learning

and result demonstration methods used before the COVID-19 pandemic were highly effective,

and despite the shift to e-learning and modular approaches during the pandemic, the program

maintained its efficacy. This comprehensive evaluation deemed the implementation of JDVP as
"excellent," underscoring its success in enhancing vocational skills among senior high school

students.

In contrast, Asio and Rodriguez (2020) explored the administrative and instructional

challenges faced by educators and administrators in implementing the JDVP across selected

private senior high schools. Their qualitative phenomenological research identified critical issues

such as delays in the application and processing of vouchers, insufficient resources, and

challenges in curriculum adaptation and teacher preparation. These administrative and logistical

hurdles often led to delays in voucher disbursement and affected the overall program efficiency.

The study suggests that addressing these barriers is crucial for the smooth operation and success

of the JDVP.

Additionally, Abuga (2019) focused on the use of Competency-Based Learning Materials

(CBLM) as an alternative delivery mode for the JDVP. This study, conducted at Paranaque

National High School – Main Senior High School, evaluated the effectiveness of CBLMs in

delivering vocational training to Grade 12 students. The findings revealed that CBLMs provided

a flexible and effective learning solution that accommodated the diverse learning paces and

preferences of students. The study recommended the broader adoption of CBLMs to overcome

scheduling conflicts and enhance learning outcomes in vocational education under the JDVP.

Synthesis

Theoretical/ Conceptual Framework

Human Capital Theory posits that investments in education and training are crucial for

enhancing individuals' economic productivity and overall economic growth. The theory,

developed by economists such as Gary Becker and Theodore Schultz, suggests that education is

a form of capital as it represents an intangible asset that can yield returns through increased
worker productivity and higher earnings. In the context of the Joint Delivery Voucher Program

(JDVP) for Senior High School in the Philippines, Human Capital Theory provides a

foundational framework for understanding how the program aims to enhance the skills and

competencies of students, preparing them for the workforce in a way that can have profound

impacts on both individual and national economic levels. The JDVP offers a strategic

intervention in the educational landscape of the Philippines by providing vouchers to senior high

school students. These vouchers enable students to access specialized technical and vocational

training that might not be available in their public schools. This setup is a direct investment in

the students' education, specifically tailored to improve their vocational skills and employability.

The study by Declaro-Ruedas (2022) illustrates the practical application of Human

Capital Theory through JDVP. The findings show that students participating in the program not

only achieved adequate competency but were also able to successfully pass national assessments.

These achievements underscore the effectiveness of JDVP in enhancing the human capital of

these students. By providing them with the necessary skills and certifications, the program

significantly boosts their potential for higher future earnings and better job opportunities, which

are key predictions of Human Capital Theory.

Moreover, JDVP's focus on vocational training is particularly relevant in the context of

Human Capital Theory, as it emphasizes the alignment of educational outputs with the demands

of the labor market. This alignment ensures that the skills provided are directly applicable and

beneficial in practical job settings, thereby enhancing the productivity of the workforce. This is

crucial for developing economies like the Philippines, where skill gaps in the labor market can be

a significant barrier to economic growth and development

 Quantitative Qualitative
Data Followe Data Interpretati
Collection d by Collection on
and Analysis and Analysis

Figure 1 presents the conceptual framework of the study that discusses the overall

methodology in this study. Since this research will employ a mixed method design, there will be

two phases in this research which are quantitative data collection followed by qualitative data

collection. The researcher has decided to use the mixed-methods design to be able to gather

accurate data as much as possible for qualitative and quantitative designs each have their

limitations. When employed in a research study concerning psychology, the researcher thought

that the use of mixed methods would allow her to gather a more comprehensive understanding of

a research question.

The researcher will first gather data through a quantitative approach through the use of a

survey questionnaire that will help assess the effectiveness of the implementation of JDVP as

perceived by the students. The next phase is qualitative data collection and analysis which will

use an in-depth interview method for the parent participants regarding teaching methods as well

as the challenges experienced by teachers. This method will then allow the researcher to gather

information not based on the results of the questionnaire but based on what the participants speak

their minds. As an additional technique in this research, qualitative study will help obtain more

data than the quantitative design is able to. Then, based on all of the gathered data quantitatively

and qualitatively is the interpretation of those data which is both through data analysis and

statistical computations.
 CHAPTER III
METHODOLOGY

Research Design
There are two types of design mostly used by the researcher depending on the type of

data and result that the she aims to gather. Qualitative research and quantitative research are two

different approaches used in research. Quantitative research deals with numbers and statistics,

while qualitative research focuses on words and meanings. Using statistical procedures,

numerical data is gathered and analyzed in quantitative methods. Conversely, qualitative

approaches entail gathering non-numerical data through observations or interviews and then

examining it to look for trends and themes (Streefkerk, 2019).

However, there are certain circumstances in which both types of research design can be

used. Cresswell explains that the integration of mixed methods design is crucial in research. To

attain a comprehensive and thorough comprehension, researchers frequently merge various

quantitative and qualitative research methods, strategies, ideas, or terminology within a singular

study. This methodology, termed mixed methods research (MM) (Creswell & Clark, 2010;

Denzin, 1970), enables both broad and in-depth exploration along with validation.

According to the three methods of research design, the researcher will use a mixed-

method design for this research because it will help the researcher uncover both quantitative and

qualitative inquiries of students and teachers regarding the assessment of JDVP program for

Senior Highschool which includes determining their perceived experiences, and challenges as

well as teaching methods employed by teachers during the implementation of the program. In

psychology, mixed methods research design can be valuable for several reasons. Firstly, it allows

researchers to gain a deeper understanding of complex psychological processes by incorporating

qualitative methods, such as interviews or observations, alongside quantitative measures. This

combination enables researchers to explore subjective experiences, perceptions, and contexts that

may not be captured solely by numerical data. Furthermore, mixed methods research design

allows researchers to triangulate their findings by comparing and contrasting the results obtained

from different methods. This convergence of evidence enhances the validity and reliability of the

research findings. To be applied in this research, the researcher will adopt a questionnaire to

measure the teaching methods and effectiveness of JDVP program while purposes while also

integrating one-on-one interview to the selected teachers to identifythe problems encountered in

the JDVP for SHS ICT implementation that will then be related to the results of the

questionnaire

Research Locale
In this study, the researcher will conduct the data gathering among the selected high

schools in the division of Catanduanes where the teachers and students will come from. The

researchers will choose schools from the division that implements the JDVP program mainly

among ICT students. Catanduanes, being an island province, faces unique challenges such as

geographical isolation and occasional severe weather conditions, which can impact educational

delivery and infrastructure. To address these, the Schools Division implements programs that

focus on resilience, such as disaster preparedness training for both teachers and students.

Additionally, there is a strong emphasis on improving literacy rates and numeracy skills, along

with the integration of technology in education to bridge the learning gaps.

The decision to gather data from this locale is rooted in the belief that the firsthand

experiences and insights of teachers and students within this environment will contribute to the
research's credibility. Their lived experiences offer invaluable perspectives that could enrich the

findings and provide a comprehensive understanding of the subject matter.

Population and Sampling

The researcher will gather respondents from different schools in Catanduanes that offers

ICT strands. Table 1 presents the totla population of students in the chosen schools by the

researcher which is totaled to be 319 students enrolled dueing the school year 2023-2024. Due to

the limitation of the researcher’s capability of gathering all of these population, random sampling

will be used and a sample formula of slovins will be utilized. Based on the result of the formula

and an acceptability of 0.05, a total number of respondents that would need to be gathered is 177

respondents

School Students

Antipolo National 10
Highschool

Baras National High School 25

Tubli National High School 40

SAVS 45

CNHS 77

Gigmoto RDHS 24

SMRDHS 17

Cabcab National High 17

School

Calatagan High School 64

Total 319
 Furthermore, purposive sampling techniques will be used in selecting the respondents for

the qualitative portion of this study which will include TVL-CSS teachers . Purposive sampling

is a non-probabilistic sampling method in which units are included in the sample depending on

how simple it is for the researcher to get a hold of them. This sampling method does not include

probability. Moreover, it encompasses a collection of non-probability sampling methods wherein

units are chosen based on the possession of attributes that the researcher requires in their sample.

Put differently, purposive sampling involves the "on purpose" selection of units. This may be the

case if they reside in the immediate area, are free during the time period that the research is

scheduled to take place or are interested in participating in the study in some other way

(Nikolopoulou, 2022).

As a result, the researcher will limit the selection of the participants by only including 9

teachers to be included in the data-gathering process. According to Creswell, in a qualitative

method, the required participants must range from 6-12 participants.

Research Instrument
Since the researcher will carry out mixed methods design, both survey questionnaire and

individual interviewing will be used in this research.

Questionnaire

Survey questionnaire will contain items that will be used to answer the research

questions of the study. The first part will tackle the demographic profile of the respondents. On

the other hand, the second part of the survey includes a self-made questionnaire, which

determines theeffectiveness of the JDVP program implementation as perceived by the students.

 Both scales will use a 4-point likert scales which contains a reverse numerical scale and

descriptive rating with “4” being strongly agree and “1” being strongly disagree. Typically, a

Likert scale will have five points, with two being positive, two being negative, and one being

neutral or unclear (Thompson, 2018). However, this has significant flaws. Respondents may feel

that picking "neutral" will allow them to speed through the survey.

Consequently, using a four-point scale, the respondents will be asked to carefully analyze

the situation and choose the answer with the highest positive or negative weighting. When the

Likert scale has an equal number of elements, the results may be easier understood and

discussed. In line with this, the score of Likert-type questions is shown in Table 3.1.

Table 3.1 Scoring for Likert-type questions

Scale Range Descriptive Rating

4 3.26-4.00 Strongly Agree (SA)
3 3.25-2.51 Agree (A)
2 2.50-1.76 Disagree (D)
1 1.75-1.00 Strongly Disagree (SD)

Individual Interviewing
To explore the teaching methods and the challenges experienced by teachers in the

implementation of JDVP, a researcher-made interview guide will be utilized. The interview

questions will be validated by data analysts chosen by the researcher. The rationale and the

merits of the study will be explained to the participants and they will be asked for their informed

consent. Once consent is granted, the research matrix and interviews will be conducted.

With the participant's permission, the interviews will be audio-video recorded and

transcribed. The participants will be assured of confidentiality and anonymity, which will be
strictly followed at all times. They will also be asked to fill out a written form about their

demographic data, which will be stored separately from the interview transcripts.

Data Gathering Procedure

A letter will be written to the the chosen schools in the division of Catanduanes to ask for

permission in conducting the study. The nature of the research will be to provide a

comprehensive understanding of the effectiveness and challenges during the JDVP program. As

a formal endorsement of the project, the letter for data collection will be delivered to the

administration of the schools. In the letter, it will be made clear what the study’s objectives are,

as well as the interview schedule and sample interview questions. High ethical standards will be

followed in the study’s execution, including the acquisition of permits and the strictest secrecy

for the information collected from the subjects.

The primary method of data collection in this study will be through individual

interviewing and survey questionnaire method in which 177 students and 9 teachers will

participate. The interviews will be conducted face-to-face while survey questionnaire can be

done by students anytime of the day as it is more convenient. During the interview phase, the

selected participants will be asked to participate in an interview that will be guided by a set of

predetermined questions related to their experiences as teachers during the implementation of

JDVP. The researcher will conduct the interviews individually to allow a more personalized and

focused interaction with the teachers. The interviews will be audio-recorded to ensure accuracy

in data collection, with the consent of the participants.

It will be important to create a comfortable and supportive environment during interviews

to encourage participants to share their thoughts and experiences openly (Braun & Clarke, 2019).

To achieve this, the researcher will start the interviews by building rapport with the participants
and making them feel at ease. The participants will also be informed of the purpose of the study

and how their data will be used. The expected duration of participation for each participant is

approximately thirty minutes for the interview.

During the interview, the researcher will follow a semi-structured approach to allow for

flexibility in the conversation while ensuring that key topics are covered. This approach will

enable the researcher to explore the participants' experiences in depth and to follow up on

interesting or relevant points as they arise (Braun & Clarke, 2019). The questions will be

designed to elicit rich and detailed responses from the participants .

To ensure the accuracy and reliability of the data, the researcher will take notes during

the interview and also ask for clarification or elaboration when needed. It will be essential to

clarify and verify the data during the interview to avoid misunderstandings and to ensure that the

data collected is of high quality (Guest, Namey, and Mitchell 2013). The researcher will also

make sure to avoid leading or biased questions that could influence the participants' responses.

Treatment of Qualitative and Quantitative Data

Qualitative
Thematic Analysis

The interview data will be thoroughly transcribed and repeatedly read and examined; after

which, the transcription, coding, and interpretation will be conducted through a thematic-analysis

approach (Braun & Clarke, 2006). The following steps will be undertaken in the post-gathering

phase:

Transcription of Interviews
The researcher will first transcribe the interviews conducted with the parents of children with

developmental disorders. This involves converting the audio and or video recordings of the

interviews into written text. The researcher will listen to or watch the recordings several times to

ensure the accuracy of the transcription.

Familiarization with the Data

After transcribing the interviews, the researcher will read through the transcripts to become

familiar with the data. This process involves multiple readings of the data to identify patterns,

themes, and potential areas of interest. The researcher will take notes on the significant points

and aspects that emerge from the data.

Initial Coding

The next step is to generate initial codes from the data. Initial coding involves assigning labels or

tags to different parts of the data that relate to potential themes or concepts that emerge from the

data. The researcher will use an inductive approach to coding, which means that codes will be

generated based on the data rather than using pre-existing coding frameworks.

Collating Codes into Themes

After generating initial codes, the researcher will group related codes into broader themes. This

process involves identifying relationships between the codes and grouping them to form

meaningful themes that relate to the research question. The researcher will create a list of

potential themes and review and refine them through multiple iterations.

Reviewing and Refining Themes

The themes generated in the previous step will be reviewed and refined to ensure that they

accurately represent the data. This step involves checking the themes against the data to ensure

that they are supported by the data. The researcher will also check the themes for their coherence

and uniqueness.

Defining and Naming Themes

Identifying and labeling the topics is the last stage. This entails giving each topic a name or label

that appropriately captures its essence and content, as well as clear and succinct descriptions. By

examining whether the themes overlap and whether any sub-themes or subcategories can be

found, the researcher will further refine and consolidate the themes.

Quantitative

The statistical methods of analysis will be used to the results of this study's data

collection. The data will be coded, gathered, and tabulated so that the findings could be

presented and interpreted in a clear and concise manner. The following statistical approaches

will be used:

1. Weighted Mean. This will be utilized to determine the average responses of the different

options provided in the survey questionnaire. The formula is presented below:

 2. Frequency and Percentage Distribution. These statistical treatments are used to

identify the percentage of a general demographic profile. The formula is as follows:

Ethical Considerations
The study will abide by the ethical guidelines for research, which include getting

participants' informed consent, protecting their privacy and identity, and giving them the option

to leave the study at any moment.

Privacy and Confidentiality

The participants will be given the assurance that the data they supplied for this research

project would be kept confidential and that no information about them would be divulged to

anybody other than the researcher. To ensure privacy, the researcher will use pseudonyms or

codes to identify the participants in the study. The actual names of the participants will not be

used in the research report or any other publication. In addition, the researcher will store all data

and documents in a secure location and ensure that only authorized individuals have access to

them. The study's findings will be publicly disclosed so that other interested parties may take

advantage of the study, and the informants are made aware of this. Each informant will be

provided a summary of the results after the study is finished.

Informed Consent Process

The potential participants will not be required by the researcher to provide a justification

for declining participation in the study; they will be free to do so. The potential informants will
have 24 hours to reflect on the data that will be presented. The information sheet will be written

in plain, uncomplicated language and will contain an introduction paragraph that includes the

name of the researcher, the name of the organization, the purpose and methodology of the study,

risks and drawbacks, potential advantages for the participants, compensation, voluntariness of

participation, confidentiality, and the contact information for questions.

Recruitment

In this study, participants will be teachers and ICT students. The researcher will identify

potential participants based on specific inclusion criteria and will contact them through various

means, ensuring that the purpose of the study, expected roles, and risks and benefits of

participation are clearly explained. A voluntary and informed consent process will be conducted,

and the researcher will take into account potential power dynamics and cultural and gender

differences in the recruitment process. By conducting a fair and ethical recruitment process, the

researcher can ensure that the study is professional, respectful, and protects the rights and

welfare of all the participants.

References

The 3 Types of Education | Formal, Informal, Non-formal | Advantages | Disadvantages.

(2021, 0 0). Cuemath; www.cuemath.com. https://www.cuemath.com/learn/3-
types-of-education/

de Guzman, A. B. (2003, February 1). The dynamics of educational reforms in the

Philippine basic and higher education sectors - Asia Pacific Education Review.
SpringerLink; link.springer.com.
https://link.springer.com/article/10.1007/BF03025551

Education reform in the Philippines aims for better quality and more access | Philippines
2017 | Oxford Business Group. (2017, June 13). Oxford Business Group;
oxfordbusinessgroup.com. https://oxfordbusinessgroup.com/overview/thorough-
examination-substantial-reform-has-brought-it-variety-challenges

Definitions. (n.d.). European Youth Foundation; www.coe.int. Retrieved May 2, 2022,

from
https://www.coe.int/en/web/european-youth-foundation/definitions#:~:text=Form
al%20education%20refers%20to%20the,vocational%2C%20technical%20and
%20professional%20training.

History of Education in the Philippines | K12 Academics. (n.d.). History of Education in

the Philippines | K12 Academics; www.k12academics.com. Retrieved May 2,
2022, from https://www.k12academics.com/Education%20Worldwide/Education
%20in%20the%20Philippines/history-education-philippines

STATEMENT ON THE 2021 FIRST SEMESTER OFFICIAL POVERTY STATISTICS -

The National Economic and Development Authority. (2021, December 17). The
National Economic and Development Authority; neda.gov.ph.
https://neda.gov.ph/statement-on-the-2021-first-semester-official-poverty-
statistics/#:~:text=2021%20first%20semester%20poverty%20statistics,more
%20Filipinos%20living%20in%20poverty.

How poverty affects education in the Philippines - Next Step Philippines. (2020, January
7). Next Step Philippines; nextstepph.com. https://nextstepph.com/how-poverty-
affects-the-education-in-the-philippines/

What is education? A definition and discussion – infed.org: (2015, April 6). What Is
Education? A Definition and Discussion – Infed.Org:; infed.org.
https://infed.org/mobi/what-is-education-a-definition-and-discussion/
4 Core Purposes of Education, According to Sir Ken Robinson | Edutopia. (2022, March
2). 4 Core Purposes of Education, According to Sir Ken Robinson | Edutopia;
www.edutopia.org. https://www.edutopia.org/article/what-education

What went before: The K-12 program | Inquirer News. (2018, April 7). INQUIRER.Net;
newsinfo.inquirer.net. https://newsinfo.inquirer.net/980733/what-went-before-the-
k-12-program#ixzz7S3Qov6zo

Where Does Philippine Education Go? The “K to 12” Program and Reform of
Philippine Basic Education - Institute of Developing Economies. (n.d.). Institute
of Developing Economies; www.ide.go.jp. Retrieved May 2, 2022, from
https://www.ide.go.jp/English/Publish/Reports/Dp/425.html#:~:text=In
%202012%20the%20Philippines%20launched,a%20high%20value%20to
%20kindergarten.

The K to 12 Basic Education Program | GOVPH. (n.d.). Official Gazette of the Republic
of the Philippines; www.officialgazette.gov.ph. Retrieved May 2, 2022, from
https://www.officialgazette.gov.ph/k-12/

Publication - Perspectives on the Implementation of the K to 12 Program in the

Philippines: A Research Review. (2019, 0 0). Publication - Perspectives on the
Implementation of the K to 12 Program in the Philippines: A Research Review;
www.ijires.org. http://www.ijires.org/index.php/issues?
view=publication&task=show&id=548

Thompson, C. (2018, September 7). The case for the Six-Point likert scale. Quantum
Workplace. https://www.quantumworkplace.com/future-of-work/the-case-for-the-
six-point-likert-scale#

Creswell, J. W., & Clark, V. L. P. (2010). Designing and conducting mixed methods
research (2nd ed.). Thousand Oaks, California: SAGE Publications, Inc.

Moustakas, C. (1994), Phenomenological Research Method. Retrieved from

http://www.psyking.net/HTMLobj3856/Moustakas.Phenomenological_Theory .p
df. https://avidnote.com/phenomenological-study-what-is-it-and-how-is-it-
performed/

Colaizzi, P. (1978). Psychological research as a phenomenologist views it. In: Valle, R.

S. & King, M. (1978). Existential Phenomenological Alternatives for Psychology.
Open University Press: New York.
Burke, Kylie & Moore, Susan. (2014). Development of the Parental Psychological
Flexibility Questionnaire. Child psychiatry and human development. 46.
10.1007/s10578-014-0495-x.

Parental Stress Scale (PSS). (n.d.). https://www.corc.uk.net/outcome-experience-

measures/parental-stress-scale-pss/

Republic Act No. 10173 (2012). AN ACT PROTECTING INDIVIDUAL PERSONAL

INFORMATION IN INFORMATION AND COMMUNICATIONS SYSTEMS
IN THE GOVERNMENT AND THE PRIVATE SECTOR, CREATING FOR
THIS PURPOSE A NATIONAL PRIVACY COMMISSION, AND FOR OTHER
PURPOSES. Retrieved from.
https://www.officialgazette.gov.ph/2012/08/15/republic-act-no-10173/

Streefkerk, R. (2023, June 22). Qualitative vs. Quantitative Research | Differences,

Examples & Methods. Scribbr.
https://www.scribbr.com/methodology/qualitative-quantitative-research/

Guest, G., Namey, E., & Mitchell, M. (2013). Collecting qualitative data. (Vols. 1-0).
SAGE Publications, Ltd, https://doi.org/10.4135/9781506374680

10 Reasons Why An Internship is Important to All Students. (2018, June 29). Big Ideas
Blog. https://blog.suny.edu/36201/10-reasons-why-an-internship-is-important-to-
all-students/

4: Using Supervision Effectively. (2020, September 20). Social Sci LibreTexts.

https://socialsci.libretexts.org/Bookshelves/Counseling_and_Guidance/Book
%3A_Succeeding_at_Your_Internship_-
_A_Handbook_Written_for_and_with_Students_(Mruk_and_Moor)/
04%3A_Using_Supervision_Effectively

Ahadi, S., & Jacobs, R. L. (2017). A Review of the Literature on Structured On-the-Job
Training and Directions for Future Research. Human Resource Development
Review, 16(4), 323–349. https://doi.org/10.1177/1534484317725945

Albalawi, H., & Nadeem, M. (n.d.). ERIC - EJ1245110 - Exploring the Impact of
Ineffective Formal Communication between Teachers and Students: A Case
Study of Mustaqbal University and Jubail University College, Kingdom of Saudi
Arabia, English Language Teaching, 2020. ERIC - EJ1245110 - Exploring the
Impact of Ineffective Formal Communication Between Teachers and Students: A
Case Study of Mustaqbal University and Jubail University College, Kingdom of
 Saudi Arabia, English Language Teaching, 2020. https://eric.ed.gov/?
id=EJ1245110

Amoguis, M. J., S. Sekino, H. J., O. Pulvera, G. V., & Beatriz B. Maribao, M. A. (n.d.).
Trainee Related Factors in Relation to the Effectiveness of the Accountancy and
Business Administration on the Job Training Program. Philippine EJournals|
Trainee Related Factors in Relation to the Effectiveness of the Accountancy and
Business Administration on the Job Training Program.
https://ejournals.ph/article.php?id=13306

Anjum, S. (2020, January 10). Impact of internship programs on professional and

personal development of business students: a case study from Pakistan - Future
Business Journal. SpringerOpen. https://doi.org/10.1186/s43093-019-0007-3

Attitudes that Affect Job Performance | Principles of Management. (n.d.). Attitudes That
Affect Job Performance | Principles of Management.
https://courses.lumenlearning.com/wm-principlesofmanagement/chapter/attitudes-
that-affect-job-performance/

Bayerlein (2020). The Impact of Prior Work-Experience on Student Learning Outcomes

in Simulated Internships. Retrieved from.
https://docs.google.com/document/d/1NJy1SKkPAN0ocMglnpZh8_CxEVZDT7
GJP_t6l4U4dxw/edit

Bender, D. (n.d.). ERIC - EJ1299968 - Education and Career Skills Acquired during a
Design Internship, International Journal of Teaching and Learning in Higher
Education, 2020. ERIC - EJ1299968 - Education and Career Skills Acquired
During a Design Internship, International Journal of Teaching and Learning in
Higher Education, 2020. https://eric.ed.gov/?id=EJ1299968

Bilsland, C., Nagy, H., & Smith, P. (n.d.). ERIC - EJ1271544 - Virtual Internships and
Work-Integrated Learning in Hospitality and Tourism in a Post-COVID-19
World, International Journal of Work-Integrated Learning, 2020. ERIC -
EJ1271544 - Virtual Internships and Work-Integrated Learning in Hospitality and
Tourism in a Post-COVID-19 World, International Journal of Work-Integrated
Learning, 2020. https://eric.ed.gov/?id=EJ1271544

Bouchrika. (2021, January 26). On the Job Training: OJT Meaning, Advantages & Types
| Research.com. Research.com. Retrieved May 8, 2023, from
https://research.com/careers/on-the-job-training
Chen, Tzu-Ling & Shen, Ching-Cheng. (2012). Today's intern, tomorrow's practitioner?
—The influence of internship programmes on students' career development in the
Hospitality Industry. Journal of Hospitality, Leisure, Sport & Tourism Education.
11. 29–40. 10.1016/j.jhlste.2012.02.008.

Chuang, Y. T., Huang, T. H., Lin, S. Y., & Chen, B. C. (2022, July 29). The influence of
motivation, self-efficacy, and fear of failure on the career adaptability of
vocational school students: Moderated by meaning in life. Frontiers.
https://doi.org/10.3389/fpsyg.2022.958334

Eleby, J. C. (n.d.). ERIC - ED529283 - The Impact of a Student’s Lack of Social Skills
on Their Academic Skills in High School, Online Submission, 2009-Apr. ERIC -
ED529283 - the Impact of a Student’s Lack of Social Skills on Their Academic
Skills in High School, Online Submission, 2009-Apr. https://eric.ed.gov/?
id=ED529283

Employees’ perceptions of relational communication in full-time remote work in the

public sector. (2022, February 16). Employees’ Perceptions of Relational
Communication in Full-time Remote Work in the Public Sector - ScienceDirect.
https://doi.org/10.1016/j.chb.2022.107240

Fauzan, A., Triyono, M. B., Prima Hardiyanta, R. A., Daryono, R. W., & Arifah, S.
(2023, January 10). The Effect of Internship and Work Motivation on Students’
Work Readiness in Vocational Education: PLS-SEM Approach | Fauzan | Journal
of Innovation in Educational and Cultural Research. The Effect of Internship and
Work Motivation on Students’ Work Readiness in Vocational Education: PLS-
SEM Approach | Fauzan | Journal of Innovation in Educational and Cultural
Research. https://doi.org/10.46843/jiecr.v4i1.413

Galbraith, D., & Mondal, S. (n.d.). ERIC - EJ1263677 - The Potential Power of
Internships and the Impact on Career Preparation, Research in Higher Education
Journal, 2020-Jun. ERIC - EJ1263677 - the Potential Power of Internships and the
Impact on Career Preparation, Research in Higher Education Journal, 2020-Jun.
https://eric.ed.gov/?id=EJ1263677

H., Makki, B. I., Feng, F., Waqar, M. A., & Adhikari, I. M. (2023, February 8). Work
Readiness, Decision-Making Self-Efficacy, and Career Exploration among
Engineering Students: A Two-Step Framework. Work Readiness, Decision-
Making Self-Efficacy, and Career Exploration Among Engineering Students: A
Two-Step Framework. https://doi.org/10.1155/2023/8166825
Halim et al (2019) THE EFFECT OF WORK MOTIVATION AND INDUSTRIAL
WORK PRACTICES ON THE READINESS OF WORK STUDENTS IN
CLASS XII ACCOUNTING DEPARTMENT OF SMK NEGERI 1 KENDARI.
Retreved from. https://www.ijern.com/journal/2019/December-2019/03.pdf

Hebron, Daniel. (2020). ON-THE-JOB TRAINING (OJT) PRACTICES OF SELECT

COLLEGES AND UNIVERSITIES IN QUEZON CITY, PHILIPPINES: AN
ASSESSMENT. 10.47696/adved.202063.

Hong, J. C., Zhang, H. L., Ye, J. H., & Ye, J. N. (2021, July 28). The Effects of
Academic Self-Efficacy on Vocational Students Behavioral Engagement at
School and at Firm Internships: A Model of Engagement-Value of Achievement
Motivation. MDPI. https://doi.org/10.3390/educsci11080387

Hora, M. T., Chen, Z., Parrott, E., & Her, P. (n.d.). ERIC - ED598647 - Problematizing
College Internships: Exploring Issues with Access, Program Design, and
Developmental Outcomes in Three U.S. Colleges. WCER Working Paper No.
2019-1, Wisconsin Center for Education Research, 2019-Mar. ERIC - ED598647
- Problematizing College Internships: Exploring Issues With Access, Program
Design, and Developmental Outcomes in Three U.S. Colleges. WCER Working
Paper No. 2019-1, Wisconsin Center for Education Research, 2019-Mar.
https://eric.ed.gov/?id=ED598647

Indeed Editorial Team (2022) 11 Intern Strengths (And How To Develop Them).
Retrieved from. https://www.indeed.com/career-advice/finding-a-job/intern-
strengths

Internship Experience the Most Influential Factor in Tough Hiring Decisions. (2022,
January 7). Internship Experience the Most Influential Factor in Tough Hiring
Decisions.
https://www.naceweb.org/talent-acquisition/candidate-selection/internship-
experience-the-most-influential-factor-in-tough-hiring-decisions/

Interpersonal Skills In The Workplace: Importance And Ways To Improve. (2020,

December 9). Nurture an Engaged and Satisfied Workforce | Vantage Circle HR
Blog. https://blog.vantagecircle.com/interpersonal-skills/

Irwansyah, M Rudi & Meitriana, Made & Suwena, Kadek Rai. (2020). Student Work
Readiness in Vocational High School. 10.2991/aebmr.k.201212.040.

Jackal (2011) Evaluating the Effectiveness of an Internship Program. Retrieved from.

https://www.google.com/search?
 q=evaluating+the+effectiveness+of+an+internship+program&rlz=1C5CHFA_enP
H954PH954&oq=Evaluating+the+Effectiveness+of+an+Internship+Program&aq
s=chrome.0.0i67i650j0i390i650l3j69i60.261j0j4&sourceid=chrome&ie=UTF-8

Jasiński, A. M., & Derbis, R. (2022, October 27). Work Stressors and Intention to Leave
the Current Workplace and Profession: The Mediating Role of Negative Affect at
Work. PubMed Central (PMC). https://doi.org/10.3390/ijerph192113992

Job stress and job involvement among tertiary interns: the buffering role of perceived
coworker support. (2022, August 30). Job Stress and Job Involvement Among
Tertiary Interns: The Buffering Role of Perceived Coworker Support -
ScienceDirect. https://doi.org/10.1016/j.heliyon.2022.e10414

Kapareliotis, I., Voutsina, K., & Patsiotis, A. (n.d.). ERIC - EJ1337422 - Internship and
Employability Prospects: Assessing Student’s Work Readiness, Higher
Education, Skills and Work-based Learning, 2019. ERIC - EJ1337422 -
Internship and Employability Prospects: Assessing Student’s Work Readiness,
Higher Education, Skills and Work-based Learning, 2019. https://eric.ed.gov/?
id=EJ1337422

Kasli, M., & Ilban, M. O. (n.d.). ERIC - EJ1060369 - The Influence of Problems Faced
during Internships on Interns’ Views of Their Profession and Their Intention to
Work in the Tourism Industry, Eurasian Journal of Educational Research, 2013.
ERIC - EJ1060369 - the Influence of Problems Faced During Internships on
Interns’ Views of Their Profession and Their Intention to Work in the Tourism
Industry, Eurasian Journal of Educational Research, 2013. https://eric.ed.gov/?
id=EJ1060369

Kelly, P. (2017, July 17). Internship Lessons: Adaptability, Challenges, and Ice Cream by
Patrick Kelly - iSchool | Syracuse University. iSchool | Syracuse University.
https://ischool.syr.edu/commvault-internship-challenges-adaptability/

Lauron et al (2019) UNVEILING THE AFTERMATH OF EDUCATION-JOB

MISMATCH AMONG UIC BUSINESS ADMINISTRATION GRADUATES.
Retrieved from. https://osf.io/ehskd/download

Lerios, J. L., & Sapin, S. B. (n.d.). ERIC - ED574125 - Performance of Bachelor of

Science in Information Technology (BSIT) Students in Their On-the-Job Training
(OJT) for the Academic Year 2016-2017, Online Submission, 2017-Apr. ERIC -
ED574125 - Performance of Bachelor of Science in Information Technology
(BSIT) Students in Their On-the-Job Training (OJT) for the Academic Year
2016-2017, Online Submission, 2017-Apr. https://eric.ed.gov/?id=ED574125
Li, Y., Zhang, X., Dai, D. Y., & Hu, W. (2021, March 15). Curriculum Innovation in
Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and
Its Application. Frontiers. https://doi.org/10.3389/fpsyg.2021.601607

Liu, L. C. H. (2021, July 18). Influence of learning and internship satisfaction on

students’ intentions to stay at their current jobs: survey of students participating in
Taiwan’s dual education system - Empirical Research in Vocational Education
and Training. SpringerOpen. https://doi.org/10.1186/s40461-021-00121-3

Llego, M. A. (2019, March 11). 2019 DepEd Updates on Senior High School Work
Immersion. TeacherPH. https://www.teacherph.com/senior-high-school-work-
immersion/

Martin, A. J., Collie, R. J., & Nagy, R. P. (2021, July 5). Adaptability and High School
Students’ Online Learning During COVID-19: A Job Demands-Resources
Perspective. Frontiers. https://doi.org/10.3389/fpsyg.2021.702163

Novaliches High School | Edukasyon.ph. (n.d.). Novaliches High School | Edukasyon.ph.

https://www.edukasyon.ph/schools/novaliches-high-school

On-the-job training (OJT): Meaning, Benefits, Best Practices. (2021, December 7).
Valamis. https://www.valamis.com/hub/on-the-job-training

On-the-job training (OJT): Meaning, Benefits, Best Practices. (2021, December 7).
Valamis. https://www.valamis.com/hub/on-the-job-training

Pascual, F. D., & Santos-Recto, M. (2022, December 5). Problems Encountered by the
Student Trainees during the Business Internship Program of CBAA-CLSU.
Problems Encountered by the Student Trainees During the Business Internship
Program of CBAA-CLSU by Frank David Pascual, Melicent Santos-Recto ::
SSRN. https://doi.org/10.2139/ssrn.4283304

Paul, J., & Jefferson, F. (2019, October 15). A Comparative Analysis of Student
Performance in an Online vs. Face-to-Face Environmental Science Course From
2009 to 2016. Frontiers. https://doi.org/10.3389/fcomp.2019.00007

Personal Factors and Clinical Learning Environment as Predictors of Nursing Students’

Readiness for Practice: A Structural Equation Modeling Analysis. (2023,
February 6). Personal Factors and Clinical Learning Environment as Predictors of
Nursing Students’ Readiness for Practice: A Structural Equation Modeling
Analysis - ScienceDirect. https://doi.org/10.1016/j.anr.2023.01.003
Prianto, Agus & Asmuni, Asmuni & Firman, & Maisaroh, Siti. (2017). The Effect of
Academic Performance and Involvement in the Internship Program toward Life
Skills and Work Readiness of University Graduates in East Java Indonesia.
International Journal of Business and Management Invention. 6. 2319-802841.

R. (2021, September 18). The University Internship Program and its Effects on
Students’. . . IIARI. https://iiari.org/journal_article/ijairv2-3-168/

Ray & Media (n.d.) How Will an Internship Help You Reach Your Goals?. Retrieved
from. https://www.millersville.edu/elcm/internships/internship-files/how-will-
internship-help-reach-goals.pdf

Reddan, G. (n.d.). ERIC - EJ1113595 - Enhancing Students’ Self-Efficacy in Making

Positive Career Decisions, Asia-Pacific Journal of Cooperative Education, 2015.
ERIC - EJ1113595 - Enhancing Students’ Self-Efficacy in Making Positive
Career Decisions, Asia-Pacific Journal of Cooperative Education, 2015.
https://eric.ed.gov/?id=EJ1113595

Samala, Hazel & Goyenechea, Merlinda & Eliezer, Jan & Samala, Michael. (2020). On-
the-Job Training and Academic Performance Among High School Students in the
Philippines. International Journal of Psychosocial Rehabilitation. 24. 2020.

Shaketange, L., Kanyimba, A. T., Brown, E., & Publishing, S. R. (2017, November 8).
The Challenges and Measures for Internship among Fourth-Year Students in the
Department of Lifelong Learning and Community Education at the University of
Namibia. The Challenges and Measures for Internship Among Fourth-Year
Students in the Department of Lifelong Learning and Community Education at
the University of Namibia. https://doi.org/10.4236/ce.2017.814155

Sharma, K., Gibson, D., Bennion, E., & Hoerder, H. (n.d.). Chapter 19: Student
Satisfaction with Hotel Management Internship in the Multi-cultural Context of
the University of the South Pacific – Practical Learning in Hospitality Education.
Chapter 19: Student Satisfaction With Hotel Management Internship in the Multi-
cultural Context of the University of the South Pacific – Practical Learning in
Hospitality Education.
https://uq.pressbooks.pub/hospitalityeducation/chapter/chapter-19-student-
satisfaction-with-hotel-management-internship-in-the-multi-cultural-context-of-
the-university-of-the-south-pacific/

Slemon, G. R. (2023, February 20). electric motor. Encyclopedia Britannica.

https://www.britannica.com/technology/electric-motor
Spanjaard, D., Hall, T., & Stegemann, N. (2018). Experiential Learning: Helping
Students to Become ‘Career-Ready.’ Australasian Marketing Journal, 26(2), 163–
171. https://doi.org/10.1016/j.ausmj.2018.04.003

T. Galias, J. F. (2020, December 26). Senior High School TVL Issues, Concerns and
Interventions During COVID-19 Crisis. TeacherPH.
https://www.teacherph.com/senior-high-school-tvl-issues/

The abuse and exploitation of INTERNS. (n.d.). The Abuse and Exploitation of
INTERNS. https://www.linkedin.com/pulse/abuse-exploitation-interns-jason-
jonathan-omar

V. (2020, May 29). The Importance of an Internship: Top 5 Reasons Why Internships
Are Critical. Capital Placement. https://capital-placement.com/blog/the-
importance-of-an-internship-top-5-reasons-why-internships-are-critical/

Walters (1948) A comparative study of part-time and non-working students at Louisville

Male High School. Retrrved from.
https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=3189&context=etd

What is On Job Training (OJT) Program for Students. (n.d.). What Is on Job Training
(OJT) Program for Students. https://www.linkedin.com/pulse/what-on-the-job-
training-ojt-program-students-engr-aasma

Work-Based Learning (WBL) Tool Kit. (n.d.). Work-Based Learning (WBL) Tool Kit.
https://cte.ed.gov/wbltoolkit/

Wrenn, Jan & Wrenn, Bruce. (2009). Enhancing Learning by Integrating Theory and
Practice. International Journal of Teaching and Learning in Higher Education. 21.

Yakoub Masadeh, T. S. (n.d.). ERIC - EJ1143773 - Opportunities and Barriers of

Practicum from the Perspectives of English Language Student Teachers,
Universal Journal of Educational Research, 2017. ERIC - EJ1143773 -
Opportunities and Barriers of Practicum From the Perspectives of English
Language Student Teachers, Universal Journal of Educational Research, 2017.
https://eric.ed.gov/?id=EJ1143773