PERCEPTION OF GRADE 11 SHS STUDENTS

OF NOT CHOOSING THE TVL TRACK

A Senior High School Research Paper Presented to the Faculty of

Senior High School Department of

ACLC College of Tacloban

In Partial Fulfilment of the Requirement of Senior High School Students

in Practical Research 2

by:

AGUIRRE, DAISLIE M.

ARUTA, ZHYDNEY DECK B.

BORAL, DIANE MAE C.

CARTALLA, JHON WILMER J.

CUEVAS, GABRIEL A.

INOT, REYNALDO S.

LACAMBRA, SOPHIA

MATUGAS, ARMIE BELLE E.

PIDO, GABBY LOU C.

INTRODUCTION

Background of the Study

The article (RA) no. 10533 “Enhanced Basic Education Act of 2013”, expanded the years

of curriculum in basic education from 10 years to 12 years. It received a polarized

reaction to all Filipino citizens, especially those ungraduated students from K-12. This

decision help students from K-12 to determine their intended job using the track and

strand that they would be taking. Student’s choice on the track or strand affords quite a

few students to be dragged to the course they do not exile.

According to DepEd Policy Guidelines, K-12 Basic Education Program aim to expand

and improve the progress of basic education in the country. It intends to give children the

mastery of competency and enable them to cope with the courses. Understudies can

master their learning aptitudes that they have gain using educational plan that amplifies a

modified methodology. Graduates from this program benefit from the skill they have

acquired either to find a job or continue to college.

The strands from the extended curriculum include the Academic, Sports and Arts, and

Technical Vocational Livelihood tracks. TVL Strand is designed for students to acquire

skills that are relevant for their future careers and technical projects. It offers a program

that combine Core Courses with specialized hands-on training to meet TESDA’s

competency based evaluation requirements. The strands under this track include the

Information and Communication Technology, Home Economics, Agri-Fishery Arts, and

Industrial Arts.
Objective of the Study

This study aims to know the different perspective of Grade 11 students of not choosing

TVL as their intended strand; to know the impacts of the perception of Academic Track

to TVL students; to promote Technical Vocational Livelihood (TVL) Strand to other

students and to emphasize the efficacy of this course to work in industry; to positively

expand the knowledge and understanding of the public about the lived-experience of

TVL student; and to be used as a reference for other researcher who is interested to do a

similar study, as well as to provide additional information and understanding for their

research.

Statement of the Problem

The purpose of this study is to determine the Grade 11 SHS students’ perception of not

choosing TVL Strand.

The study aims to answer the following:

1. What are the demographic profiles of SHS students who didn’t choose TVL track?

2. What are the perceptions of SHS students of not choosing TVL Strand as their track?

3. What factors influences SHS students of not choosing TVL strand?

This research attempts to provide useful information about the students’ perception of not

choosing TVL Strand under the K to 12 Basic Education Program. This study will be

beneficial to the following people:

Students. This study will widen the student’s scope of understanding on how TVL

Strand is perceived. This study will be highly beneficial to the upcoming Senior High

School student in choosing TVL Strand.

Parents. This study will be beneficial to the parents. This will determine their children’s

interest of choosing TVL Strand and will give them ideas of what kind of support they

can give to their children.

Educational Leaders. This study will be beneficial to the Educational Leaders. It is very

important for them to understand secondary students’ view about vocational education

and the factors that influence their development of those perceptions. This study aims to

promote Technical Vocational Livelihood (TVL) Strand to other students and to

emphasize the efficacy of this course to work in industry. That’s why this study will be

essential for the success of vocational education programs in terms of planning and

recruitment.

Scope and Limitations of the Study

This study will focus on exploring the perceptions of Senior High School Students of not

choosing TVL Strand. The primary participants will be Grade 11 Senior High School

Student, especially the Academic Track. The data collection will be collected from one
block in each of the four strands in ACLC College School Senior High representing the

population of

The researcher chose this survey to determine different perception of senior high school

students in the 12th year of education at ACLC College of Tacloban in the Division of

Leyte. Furthermore, the study will not examine TVL students’ perception of not choosing

TVL Strand.

Theoretical Framework

The Theoretical Framework of this study is guided by and anchored on Constructive

Theory of Perception, Holland’s Theory of Vocational Personalities, and the Skills

Acquisition Theory. It is the intention of the researchers to explore the perception of

Grade 12 SHS Students on the Technical-Vocational Strand through the analysis of

perception theories, skills theories, and vocational theories that shape the overall

perception of individuals towards the said strand.

On perception, the Constructive Theory of Perception offers insight into how perception

is shaped by an individual towards something. In this theory, it posits that perception is

constructed through sensory information and other sources of information, such as the

experience of an individual. Through this theory, there is an understanding that the

perception of students towards the TVL strand may be constructed in this manner—

gathering information from different sources (sensory and experiential). Aside from that,

however, the SHS students’ perception can also be shaped by a specific vocation

personality or process on skills learning, which is the focus of the next two theories.
Next, the Holland’s Theory of Vocational Personalities, developed in 1966, shows us six

personality types that can be factors for individuals in choosing a certain vocation, which

in this study could be linked to how students perceive the technical-vocational strand.

These personality types include Realistic, Investigative, Artistic, Social, Enterprising, and

Conventional (RIASEC), which Holland’s theory is based around on. A certain

personality type may lead to a positive perception in how a student views the TVL strand

based on their selected vocation or specialization. Otherwise, if a student has an opposite

personality type to their current specialization, they may develop negative perceptions

about the TVL Strand.

On the other hand, the Skills Acquisition Theory, developed by Dekeyser (2007), posits

that learning skills begins on the basis of existing knowledge of an individual before

moving into more explicit processes of learning (application). The perception of students

toward the TVL strand, specifically on choosing the strand in the first place, follows this

theory that the student possesses skills of their selected specialization based on existing

knowledge and experience. However, as they move further into the curriculum, they are

able to examine and process of skills learning through its application, which may shape

further perception that they have towards the same strand

Conceptual Framework

This study is anchored with the inquiry

In order to truly comprehend the terms used in this study, the following terms are

conceptually and operationally defined:

K-12 Basic Education Program. The K-12 Program covers Kindergarten and 12 years

of basic education (six years of primary education, four years of Junior High School, and

two years of Senior years of Senior High School High School [SHS]) to provide [SHS])

to provide sufficient time of mastery sufficient time of mastery of concepts and skills,

develop lifelong learners, and prepare graduates for tertiary education, middle level skills

development, employment, and entrepreneurship.

Perception is the ability to see, hear, or become aware of something through the senses.

A way of regarding, understanding, or interpreting something or a mental impression.

TVL strand is designed to develop students’ skills that are useful for livelihood and

technical projects. It provides a curriculum that is a combination of Core Courses and

specialized hands-on courses that meets the competency-based assessment of TESDA.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researcher considered in

strengthening the importance of the present study.

According to the study (Billet & Stephen 2014) hypothesized that social outlook

determines the perception of individuals have of the status of vocational education. The

standard, morals, way of life, and the views of education and potential opportunities are

the factors which influenced the choice the students make concerning educational paths.

The literature on student perceptions of vocational education and their decision-making

processes will now be discussed, with special focus on the influences from society,

family and personal interest.

(FOREIGN) According from his journal “The Standing of Vocational Education: Sources

of Its Societal Esteem and Implications for Its Enactment” (Billett, S. 2014 Pg.21) the

standing of vocational education is salient for how it is perceived by those who sponsor,

participate in and work within it and how its provisions are supported and administered.

The legacies of earlier sentiments about and conceptions of different kinds of occupations

and their preparation are now deeply embedded in societal discourses and variously

sustain and constrain the standing of vocational education. At its strongest, concepts such

as the Berufs concept in the German speaking world does much to sustain and elevate

vocational education. Therefore, the standing of vocational education relates to our study

as it offers a brief statement of how powerful others shaped vocational education and its

proposes and practices. It is proposed that for vocational education to realise it purposes
necessarily requires it to be informed by and directed more by the interests of those

learning about teaching and practice occupation.

(LOCAL) The field of technical and vocational education presents an intriguing

opportunity to investigate economic and social issues. The results showed that student

perceptions of vocational education did not significantly vary by school, but there was a

high level of uncertainty about all aspects of vocational education recorded at all schools.

Students’ perceptions were strongly influenced by society’s overall view of vocational

education and its status.