Challenges Encountered by

TVL Students in
Specialization Subject During
the Online Distance Learning
Modality at  Mataasnakahoy
Senior High School
Researchers:
FIER PAULO S. BOA, ZEDRICK T. ESCAÑO, AIVAN VALENCIA
C-JAY TULABING, NIKKA JANE ORDINARIO
 Abstract
This study is all about the experience of students who are taking the
assessment of Technical Vocational and Livelihood students in
Mataasnakahoy Senior High School. The purpose of this study is to
inspect the grade 11 and 12 students who are under in these assessments
because they are the ones who understand the effects and enhances of the
skills they needed to learn. In conclusion of the study, there are certain
factors affecting the experiences of Technical-Vocational-Livelihood
(TVL) students in program assessment.
 Introduction
The Technical-Vocational-Livelihood (TVL) strand focuses on practical skills and
work-readiness– makes distance learning particularly challenging. Practical skills are
often acquired through learning-by-doing, which occurs in school-based workshops and
laboratories or through hands-on experience through work immersion. Distance learning
approaches are now seen as a weak substitute for practical exercises when they require
the use of equipment or materials not usually found inside the home. In general,
Technical-Vocational-Livelihood (TVL) strand specializations that struggle most with
adjustment to distance learning are those that depend heavily on learning-by doing.
 Statement of the Problem
1. What are the challenges of Technical-Vocational-Livelihood (TVL)
students of Mataasnakahoy Senior High School face when using this
Distance Learning Modality?
2. What will be the plan of action to assist students in overcoming the
problems that they are encountering with this mode of distance
learning?
3. What impact does distance learning modality have on TVL students'
study habits?
 Background of the Study
According to International Journal of Educational Technology in education (2021), the
merge and the continuation of online learning enriched with anxiety and other factors
that's not helping on the tutorial performance of a student. However, adjusting will make
it bearable. We, there searchers, are wanting to understand the challenges encountered by
the Grade 11 and 12 students on Technical-Vocational-Livelihood. Students gained
knowledge but not the maximum amount as they gained during face-to-face classes. But
online learning isn't all about hard cases of these TVL students. Despite of these
advantages, there are lots of challenges and circumstances Technical-Vocational-
Livelihood (TVL) students had encountered.
 Significance
This study aimed to know the challenges encountered by Technical-Vocational-
Livelihood (TVL) students in specialization subject during the online distance
learning modality at Mataasnakahoy Senior High School. The result of this will
benefit the following:
• Students
• Parents
• Teachers/Educators
• Readers/Future Researchers
 Scope and Limitation of the Study
This study covers the challenges encountered by Technical-Vocational-Livelihood
(TVL) students in specialization subject during the online distance learning modality at
Mataasnakahoy Senior High School (MSHS). It will focus only on the TVL students of
Mataasnakahoy Senior High School (MSHS) during the School Year 2021-2022,
especially to those 40 students from TVL 11 and 12 who will be the respondents of this
study. The researchers focus only on the challenges encountered by Technical-Vocational-
Livelihood (TVL) students in specialization subject during the online distance learning
modality at Mataasnakahoy Senior High School because they believed that students are
now facing many challenges because of the online distance learning modality.
 Definition of Terms
• COVID-19 Pandemic
• Distance Learning
• Learning Management System (LMS)
• National Certificate
• Pandemic
• Self-learning
• Synchronous Learning
 Related Literature
According to the Teacherph (2020), distance learning is particularly difficult for
Technical-Vocational-Livelihood (TVL) because of its emphasis on practical skills and
work preparedness. Practical skills are frequently learned through hands-on experience
gained through work immersion or learning-by-doing in school-based workshops and
laboratories. When practical exercises demand the use of equipment or materials not
commonly found in the home, distance learning approaches are now considered as a poor
substitute. The Technical-Vocational-Livelihood (TVL) track, which may lead to learners
earning a National Certificate II (NCII), has become increasingly valuable in improving
SHS TVL learners' employability and other human development outcomes.
 Related Studies
Technical and Vocational Education and Training (TVET) programs are well-
positioned to help combat the COVID-19 pandemic. Based to Statham (2020)
“Problems Encountered by TVL Students”, Technical-Vocational-Livelihood
(TVL) students face the following challenges: (1) certain members have difficulty
expressing and creating ideas; (2) varied personalities among members; (3) passive
and uncooperative people in a group; and (4) a lack of communication among
members. As a result of the pandemic, modular distance learning has been adopted
as a quick fix to maintain educational continuity.
Research Framework
 Research Design
This research used the qualitative and phenomenological approach of the
research to analyze and investigate challenges encountered by TVL students in
specialization subject during the online distance learning modality at
Mataasnakahoy Senior High School because of the COVID-19 pandemic. This
research design helped the researchers to collect the responses of the participants
and obtain their views, opinions, and perception to the mentioned problem which is
the challenges encountered by TVL students in specialization subject during the
online distance learning modality at Mataasnakahoy Senior High School.
 Subject of the Study
The participants in the study were the TVL students of Mataasnakahoy Senior
High School who are known to be the group of students who are really struggling
during this online distance learning modality. The researchers used quota sampling
that consists of 40 students to find out how many participants will be interviewed
from the population of the students who are currently experiencing challenges
because of the online distance learning modality. The researchers got the 40 total
populations from the grade 11 and 12 students from TVL strand of Mataasnakahoy
Senior High School.
 Data Gathering Procedure
Former to the distribution of interviewed questions, the researchers seek for a
permission from the principal of the school to conduct the study.
Upon agreement, the researchers had a direct contact with the participants and
personally administered the research instrument. The participants had enough time to
answer the formulated questions Qualitative and phenomenological method were used
to study and state the problem as well as to know the perceptions, and opinion of the
participants. All the collected results were being stated the data are the basis or to the
analysis of the study.
 Research Instrument
The researchers of this study conducted an interview for the participants to
identify the about the challenges encountered by TVL Students during the online
distance learning modality. The researchers formulated their structured interview
questions that will help them gather information and know the challenges
encountered by TVL Students during the online distance learning modality. The
interview questions consisted of 5 questions that will be answered by 40 TVL
students from Mataasnakahoy Senior High School.