Department of Education

Region XII
Division of Sultan Kudarat
ISULAN NATIONAL HIGH SCHOOL
Capitol East Kalawag II, Isulan, Sultan Kudarat

CHALLENGES AND DISCRIMINATION OF TECHNICAL VOCATIONAL

LIVELIHOOD AUTOMOTIVE STUDENTS OF ISULAN NATIONAL HIGH
SCHOOL

Presented to:

The Faculty of Senior High School

Capitol East, Kalawag II, Isulan, Sultan Kudarat

In Partial Fulfillment of
the Requirements in Research

Lean Jamela A. Bomes

Jea B. Macalaguing

Ramizel Z. Ramiz

Lady Jane B. Sabayton

April Joy M. Serino

Researchers

MARCH 2020

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 TABLE OF CONTENTS

Chapter I

INTRODUCTION ……………………………………………………………..3

Background of the Study …………………………………………..3

Theoretical Framework …………………………………………....4
Purpose of the Study …………………………………………….5
Significance of the Study……………………………………………5
Scope and Delimitation……………………………………………...6
Definition of Terms…………………………………………………...6
CHAPTER II

REVIEW OF RELATED LITERATURE ……………………………………...8

Challenges faced by
Technical Vocational- Livelihood Students ………………………………….8
Discrimination ……………………………………………………………........9
Strands Inequality ………………………………………………………........10
Vocational Education …………………………………………………….11
School Related Issues ………………………………………………………..12
Automotive Strand ……………………………………………………...........13
CHAPTER III

Methodology ………………………………………………………………….14

Research Design ……………………………………………………………...14

Participants …………………………………………………………………….14
Locale of the Study ……………………………………………………………15
Sampling Techniques ………………………………………………………...15
Instruments …………………………………………………………………….15
Procedure ……………………………………………………………………...15
Interview Questions …………………………………………………………..17
References …………………………………………………………………….18

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 Chapter I
INTRODUCTION

Background of the Study

Education is one of the most important in efficient way towards an

individual developing into a useful part of workforce in the industry.
Knowledge has no substitution towards society’s technological
advancements wherein modern civilization is need of educational
progress.

According to Department of Education Senior High School Manual

of Operations (2015), it stipulated that the Senior High School (SHS)
refers to Grade 11 and 12, the last two years of the K-to-12 Basic
Education Program. Automotive servicing is one of the specialized
subjects under the Technical-Vocational Livelihood (TVL) career track. In
Senior High School, students are required to go through a core curriculum
in subjects under a track of their choice. Each of these strands/track has
their own strength and specialization. Due to cultural background and
people’s mindset, misconceptions happen and that is something we
cannot deny. People tend to subconsciously bend facts. They use strands’
strengths to form a hierarchy in their minds fits their own version and
definition of intelligence. These stereotypes lead to hierarchy. The
hierarchy leads to discrimination. And how discrimination affects Senior
High School Automotive students’ and how it challenge them. Because of
strands degrading, many students are being affected by this. This
intellectual discrimination and stereotyping has an effect for those
students being degraded. In terms of social aspects, since this
stereotyping happen it is hard for students to socialize, mostly with other
strands because they are being labelled as “Patapon”. In emotional and

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mental aspects, discrimination can make students, who are being
degraded, be pressured sincere to prove other people that they are wrong.
This pressure can turn into stress that can lead for students to think
suicidal thoughts that even though they will do everything. This may not be
a big problem that our society may face right now, this should be conduct
to inform everyone that Education is not about what is more easier and
what is harder. According to Eleanor Roosevelt sometimes, intelligence
doesn’t really matter, what matter the most is your behavior on how you
help other people to improve rather than drag them down so you can be
on top. Being intelligent is different from being well-educated. But people
must learn how to be well-mannered before claiming that they are well-
educated. Always remember that even simple joke about labeling can
affect not just one but lot of people, that we should learn to Think before
we Speak. And don’t ever try to discriminate other people once you know
that you aren’t perfect. Also, this study aim to determine the challenges
and discrimination face by Technical-Vocational Livelihood Automotive
students.

Theoretical Framework

This study anchored by a Law which says you mustn’t be

discriminated against is called the Equality Act 2010. Discrimination
which is against the equality Act is unlawful.

The study is supported by Osin and Porat (2005), their theory is all
about “The form of Discrimination in Students” in that discrimination is
prohibited by the six of the core international human rights documents.
The vast majority of the world’s states have constitutional or statutory
provision outlawing discrimination and legal discussion of discrimination
proceed on the premise that discrimination is morally wrong and, in a wide
range cases, ought to be legally prohibited.

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Purpose of the Study

This study aims to determine the challenges and discrimination of

Technical Vocational – Livelihood Automotive students in Isulan National
High School. Specifically, this answers the question:

1) What are the challenges and discrimination of Technical

Vocational Livelihood Automotive Students in Isulan National High
School?

Significance of the study

This study will describe the challenges and discrimination of

Technical Vocational Livelihood Automotive Students at Isulan National
High School. It will be helpful and beneficial to the following entities:

To the Students, this study will help them understand that

discrimination has a negative impact to those victim of discrimination.

To the upcoming senior high school students, the result of this

study is helpful in addressing Junior High School students in terms of their
views and opinions to the Technical Vocational – Livelihood Automotive
strands.

To the researchers, this study can help them to know what their
perception and mindset should be, also in the significance to the
researchers because they will gain additional insights and will deepen
their knowledge about this strand.

To the teachers, this study will help them anticipate the students’
views regarding to their strands. It is important for them to know what
teaching style and strategies they should use.

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Scope and Delimitation

This study focuses on the challenges and discrimination to the

Grade 11 Senior High School, Technical Vocational–Livelihood
Automotive students in Isulan National High School.

Definition of Terms

Challenges. To dispute especially as being unjust, invalid, or

outmoded, something new and difficult which requires great effort and
determination.

Discrimination. Means treating a person unfairly because of who

they are or because they possess certain characteristics, you may have
been discriminated.

Automotive Services. It also consist of competencies that a

person must achieve to inspect, to clean and repair mechanical or
electrical parts, components, assemblies, sub-assemblies of light or
heavy-duty automotive vehicle with diesel or gas engine in accordance
with manufacturer’s specification.

K-to-12 curriculum. Refer to the courses or subjects taught in

school. In the early elementary or primary grades, the curriculum usually
includes courses in reading, writing, and mathematics. It may also include
courses in social studies, science, music, art, and\or physical education.

Technical Vocational – Livelihood (TVL). It is one of the tracks

offered in Senior High School. It focuses on technical skills development in
any area. It can be used as their credentials in applying for a job of he\she
wants to work after Senior High School (SHS) graduation.

Stereotype. Is an overgeneralized belief about a particular

category of people. It is an expectation that people might have about

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every person of a particular group. The type of expectation can vary; it can
be, for example, an expectation about the group’s personally, preferences,
or ability.

Prejudice. Is an affective feeling towards a person based on that

person’s perceived group membership.

Racial Minorities. Refer to a sociological category within a

demographic. Rather than a rational “social group”, as the term would
indicate, the term refers to the category that is differentiated and define.

Procrastinate. Is to keep on delaying something that must be

done, often because it is unpleasant nor you keep on leaving things you
should do until later often because you do not want to do them.

Social Inequality. It may be the existence of unequal opportunities

and reward for different social position or status within a group or society.
It’s usually implies to the lack of equality of outcome, but may alternatively
be conceptualized in terms of the lack of equality of access to opportunity.

Technical Education and skills Development Authority

(TESDA). It is the government agency tasked to manage and supervise
technical education skills and development (TESD) in the Philippines.

Intensity Scale. A scale to measure the degree and effect of

damage caused.

Negative Connotation. It is a bad feeling or emotion that people get

when hearing a specific word or phrases.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the researchers will present a review related

literature and studies related to Challenges and Discrimination of
Technical- Vocational Livelihood Automotive students in Senior High
School. The chapter includes the following sub topics: Challenges faced
by Technical Vocational- Livelihood Students, Discrimination, Vocational
Education, strands inequality, schools related issues, and etc.

Challenges faced by Technical Vocational- Livelihood Students

According to Villanueva, (2016) he stressed out that Technical

Vocational plays a key role in realizing both universal right to education
and to work, people- oriented and socially responsible community, and the
full potential to deliver more and better jobs. However, many challenges
will persist if the Technical Vocational long mentality remains, the senator,
who previously led the Technical Education and Skills Development
Authority or (TESDA).

According to Rowman & Littlefield Publishers, (2005) he

emphasized challenging racism provides conceptual frames for
understanding the historic and current state of intergroup relations and
institutionalized racial and other forms of discrimination in the US society
and in our colleges and universities. Subtle and over forms of privilege
and discrimination on the basis of race, gender, socioeconomic class,
sexual orientation, religion and physical ability are present on almost all
campuses, and they seriously damage the potential for all students to
learn well and for all faculty and administrators to teach and lead well.

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 In the study of Taylor et al, (2004) he explained that most of the
students lack adequate information regarding various careers hence the
choices that they make are embedded in their perception of the ideal job
and the subjects they study in secondary school.

According to McQuaid and Bond, (2003) he explained the

perception of being suitable for particular jobs also has been found to be
influenced by a number of factors including ethnic background, year in
school, level of achievement, choice of science subjects, attitudes and
differences in job characteristics.

As cited by Splaver, (2000, p.12) students must take seriously the

role grades play in limiting opportunities in the future. He also conclude
that it is important to have a good understanding of yourself, your
personality, if you are to make intelligent career plans. A students
personality must be self motivated type, as to investigate career
possibilities from early on in their lives, and not the procrastinating type.

Discrimination

In the study of Collado - Proctor, (2009) that the given fact that
there is no age for discrimination, he stated that everyone is capable of
discriminating nor judgements in one another, it is a nature of everyone
intentionally or not. Also, Cultural Differences was also noticeable in his
research, in certain situations, pointed out as motivators and
discriminatory events.

In the study of Mozhgan Gaffarzadeh, (2016) that the learners right

to get an education free from discrimination. Discrimination in education
ranges from gender to race, age, social class, financial status, and other
characteristics. The research describes observation on the school building
layout and corresponding activities and behaviors in language education

9
classes. He concluded that the language classes of most of the public
schools and semi- private schools included a curriculum based on
translation and memorization teaching methods. In these schools learners
exhibited stress inattention that disturbed their learning. In these classes
learners were threatened by laughing and rough criticizing by other
students.

On the other hand, Melissa A. Adler, (2010) explains and answers

the question about discrimination like; Does discrimination toward a
particular social category exist? This question follows from a key
contention of the field: some injustices and harmful arrangements are not
discrimination. Thus, DS scholars distinguish discrimination from other
harmful social arrangements while also documenting the existence of
discrimination. Discrimination studies, asserting that understanding
discrimination requires an exploration of its causes, excavates those
causes. DS examines the wide ranging effects of discrimination on
societies. Throughout these research efforts, DS scholars consider the
subtle ways that audience might shape research on discrimination and its
reception.

Strands Inequality

Educational inequality is the unequal distribution of academic resources,

including but not limited to, school funding, qualified and experienced

teachers, books, and technologies to socially excluded communities.

Strands inequality leads to major differences in the educational success or
efficiency of these individuals ultimately suppresses social and economic
mobility.

According to Dumbudzo, (2009) opened that lot of emphasis has

been placed by the society on the academic achievement of its citizens for

10
the past decades. As cited by Coetzee, (2011) he noted that the success
of a nation is educational system is measured by the academic
achievements of the students.

Meanwhile, in the study of University of Iowa, Sociology, (2010)

seeks to uncover subtle and covert mechanisms underlying discrimination
by focusing on the relationship between discrimination and moral
emotions, linking two separate disciplines. The research suggest that
morality plays an important role in the maintenance of social inequality by
reinforcing discrimination through the creation of symbolic boundaries.
However this research explicates the mechanism through which morality
is linked to discrimination and motivate moral behavior or respond to moral
violations.

Vocational Education

According to Levesque, et.als. (2000), early vocational education

prepared students for entry-level jobs that required less than a four-year
college degree. While present day vocational education prepares students
for the world of work, some vocational education policies encourage high
school students to continue their studies at the postsecondary level. In
addition, two-year postsecondary institutions support students to pursue
four- year credentials through a variety of articulation arrangements.

In the work of Hayword, et. al. (2000) Technical Preparations

models were described as including a common core of course work for all
students in the first two years of high school leading to the junior year
when each student was asked to decide between a college preparation,
vocational program or an associate degree program of study.

On the other hand, according to Donlevy (2000), that many of the

original vocational education program components remain intact.

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Apprenticeships are still a very important part of training. However, the
emergence of technology has generated significant changes. When
students recognize the relevance and application of the program content,
they are successful. Effective vocational education programs preparing
young people for beneficial work experiences continue to earn thoughtful
attention and support.

School Related Issues

Hence, the school climate is an important factor that contributes to

truancy rate. School climate is defined as the mindset that students and
staff have about the school environment over a period of time.

According to Peterson and Skiba (2001), positive and negative

feelings regarding the school environment are also effected by the climate
of the school. Hypothetically, if a negative feeling about school exists, then
this would negatively affect learning behaviour.

On the other hand, Dekalb (2000), stated that student cited

boredom and loss of interest in school, suspensions, poor relationship with
teachers and non-relevant courses as major factors in their decision to
skip school. However, most school staff believed truancy to be related
primarily to student problems with family and peers.

Similarly, McNeal (2001), acknowledge that because parental

involvement predominantly affects behavioural outcomes, it has significant
positive effects on academic achievement and negative effects on truancy
and dropping out.

Perez (2000), noted that effective programs integrated skills

training into the other experiences of the student. Strategies attempted to
help students overcome barriers that might kept them from achieving their
potential as a student.

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 However, to subsidize the development of items for students who
experienced discrimination and challenges the analysis of this will point
out the following directions: in case items of the scale include the term
discrimination and challenges in their formulations, it is expected that
members of this specific population will tend to associate it with the idea of
an observable behaviour with the negative connotation.

Automotive Strand

Automotive is a technical-vocational program that trains students

how to inspect, maintain and repair light and heavy-duty automotive
vehicles. The Auto Servicing NC II program covers both mechanical and
electrical components, including the battery, ignition, clutch, brakes,
lighting, steering and suspension systems.

According to Orsato and Wells, (2007) state that automotive sector

is one of the most important economic catalysts in every country. It
creates direct and indirect industry covering almost all products of steel,
rubber, plastics electronics.

On the other hand, according to Torner (2008) The automotive

industry is using software and electronics to an increasing degree to
realize new functionality that can be considered to be safety related.
Since the electronics is the enabling factors for functional growth in many
automotive engineering areas, the electrical system of a vehicle is
increasingly important for every new vehicle generation.

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 CHAPTER III

Methodology

In this chapter we will discuss about methodology of this research

and also discussing research design, the participants, locale of the study,
sampling and the instruments that are used to gather information from the
participants selected. It explains the procedure which involves the
discussion on the methods in analyzing the information gathered, the
validity of the research, and considerations in conducting this research
study.

Research Design

In qualitative research, phenomenology design is used in this study.

According to Creswell (2013), phenomenological research or
phenomenology is a qualitative approach that a researcher focuses on the
lived experience within a particular group or particular phenomena. This
research design will be used in this study since it aims to described the

lived experiences of the Technical Vocational - Livelihood (TVL)

Automotive students in discrimination in their chosen strands.

Participants

The participants are 10 students of Grade 11, Technical Vocational

- Livelihood Automotive students in Senior High School. They has
experience in discrimination with their chosen path or strands.

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Locale of the Study

Isulan National High School is the locale of this study. It is located

at Capitol East, Kalawag II, Isulan, Sultan Kudarat. The Senior High
School, Grade II students in Technical Vocational - Livelihood (TVL)
Automotive strand.

Sampling Techniques

The participant will purposively selected. They are the the

Technical Vocational - Livelihood Automotive students in Grade 11 Senior
High School.

Instruments

Semi-structured type of interview will be used as a instrument in

gathering data and information in this study. The primarily Technical
Vocational – livelihood Automotive Senior High School students who
experience strand discrimination were interviewed. A semi-structured
interview also consist list of questions and allow varied answer and follow
up questions when found necessary. It is also called a open-ended
questions in a casual way that the participants can freely express their
own thoughts without feeling any pressure during the interview.

Procedure

The researchers will make a proper letter permission about our

research to be signed by our Practical Research teacher and approved by
school principal to obtain permission to conduct the research data
gathering including the Pilot Experiment.

After the approval, the researchers will seek into consideration of

the ethical values in conducting the study, afterwards, the researchers will
15
ask permissions to ask questions for the interview. Upon having such,
before answering the questions their will be directions and further
instructions on how they will answer the questions properly. Since the
instruments used is semi-structured interview the researchers are allow to
have a follow up questions when necessary. While the interview is on-
going it will be audio recorded with their permission so that all the
information and even small details will analyzed carefully. It is further
depected that their will be obtaining some personal description in
participants, in their experiences on strand discrimination as the major
purpose of this study.

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 INTERVIEW QUESTIONS

1. Why did you choose Automotive Strand?

2. What are the discrimination you encountered as you choose this

strand? How did it affect your daily life?

3. How did you manage this kind of discrimination?

4. How it helps you as a person?

5. What are the challenges and difficulties you’ve been faces as you
go along this strand?

6. What kind of strategies did you used to overcome it?

7. What are the advantages of choosing this strand?

8. What are the disadvantages of choosing this strand?

9. What will be your message to our upcoming Senior High School

students?

10. What are the challenges and difficulties you’ve been faces as you
go along this strand?

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