SAINT THERESA COLLEGE OF TANDAG, INC.

Cor. Magsaysay & Quezon Sts., Brgy. Dagocdoc

Tandag City, Surigao del Sur

The Competency Of The

Grade 12 TVL Students of Saint Theresa College

_____________________________________________________________

A Research Presented to the Faculty of

Saint Theresa College of Tandag, Inc.

Tandag City, Surigao del Sur

________________________________________________________

In partial Fulfilment of the Requirements for Grade 12 Senior High School in

Practical Research 2

_____________________________________________________________

Presented by:

Demello, Jerico A.
Estrada, Kenneth A.
Fernandez Jr., Ralph A.
Gardigo , Jovani Apilido S.
Bengcolado, Weddie Mae J.
Gardigo, Alona E.
Llemit, Carine S.
Tecson, Aljen Mae O.
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TABLE OF CONTENS

Title page

Acknowledgement

Table of contents

Chapter-I RESEARCHER INTODUCTION

Background of study
Theoretical Conceptual Framework
Statement of the Problem
Scope and limitation of the study
Definition of terms
CHAPTER -II REVIEW OF RELATED LITERURE

Related studies
Related literature
Insights Gained
CHAPTER –III RESEARCH DESIGN AND METHOLOGY
Research Design
Research Setting
Research Materials
Gathering Materials
Data Gathering Procedure
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CHAPTER 1

THE PROBLEM AND ITS SCOPE

Background of the study

Student’ competencies and school preparedness and their relationship

to global employability. Inputs to Senior High School Development the

Program TVL track preparedness, senior high school, TVL competencies,

global employability. To highlight its worth in the K-12 curriculum, the

Department of Education (DepEd) has formed a Technical Vocational unit in

the Bureau of Secondary Education. For them, this unit needs strengthening

as one of the three key strands that will prepare high school graduates by

arming them with skills for employment.

Contrary to what most people think, the K-12 program trains students

in joining the workforce as early as 7th grade. The TVL or Technical

vocational livelihood education in senior high school follows the rules of the

Technical Education and Skills Development Authority or TESDA. This will

allow the students to earn a national certification (NC2) required by the

industry. In Grade 11, the student pursues the chosen specialization course

he or she chose in 9th grade. This allows him to get at least an NC Level I or

II (NC I or II) based on the TLE course he chose.

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Graduates or incoming Grade 12 students will study core compulsory

subjects and a required specialty. They can choose from the three main

tracks such as Academic, Technical–Vocational-Livelihood (TVL), and Sports

and Arts. If the student picks the TVL track as specialty in senior high school

or SHS, he/she will continue the course he/she studied in grade 11 until they

graduate. This will allow him/her to earn NC II that he/she can use as

credentials in applying for a job if he/she wants to work after SHS graduation.

Yet if the student will study further, he/she can pursue the TVL track and earn

a bachelor’s degree in a related field. If you are really not sure if you will be

able to pursue any degree after Senior High or if you want to earn money

immediately after graduation, then this track is for you. Even without college,

Technical-Vocational-Livelihood track will equip you with job-ready skills in the

future.

This track also invests primarily on skills that can gain you requisite

COCs (Certificates of Competency) and NCs (National Certifications) which

would be essential when looking for better career opportunities in agriculture,

electronics, and trade. This is also important when applying abroad where the

skills you gain would prepare you as you join the workforce.
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Also, according to the Department of Education, the TVL

specializations may be taken between Grades 9 to 12. Exploratory Subjects at

40 hours per quarter are taken during Grades 7 to 8.

Theoretical Framework

This study is all about the Guiding this study was the socialization

theoretical framework. Socialization was defined by Merton, Reader, Kendall

as “the processes through which a person developed a sense of professional

self, with characteristic values, attitudes, knowledge, and skills…which

governed his/her behaviour in a wide Leadership in Administration of

Vocational and Technical Education. Wenrich, Ralph C.; Wenrich, J. William

A volume in the Merrill Series in Career Programs, this book is an attempt to

analyze and interpret changes in vocational and technical education and the

public attitude toward it, and to suggest ways in which administrators might

use this information in planning and operating programs that prepare youth

and adults for employment and help to maintain employability. In Part One,

particular emphasis is given to the classic relationship issues regarding:

general education and specialized education; liberal arts and vocational

education; practical arts; occupational preparation; the emerging career

education model, which culminates in vocational education; policy-making

process. Part Two provides an overview of administrative theory and deals

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with key subjects of organization, leadership, and decision-making and their

relationship to institutions providing specialized occupational education. Part

Three examines administrative structures and functions for delivery of

vocational education from the point of view of specific problems likely to be

encountered by vocational education administrators. The concluding section

deals with some of the critical issues in administration of vocational and

technical education which remains to be solved.

Descriptors: Accountability, Career Education, Curriculum

Development, Decision Making, Educational Administration, Educational

Policy, Employment, Evaluation, Facilities, Instruction, Leadership, Policy

Formation, Program Development, Student Development, Supervision,

Technical Education, Vocational Education.

The Technical-Vocational-Livelihood Track of the Senior High School

Program of Riverside College, Inc. provides intensive and extensive training

for the learners. The school’s inclusive environment encourages students to

optimize their potential to be the best in their chosen fields. The school

provides learning opportunities to develop confidence and independence in

acquiring 21st Century competence and skills. At Riverside College, we value

an environment that encourages collaborative learning which is crucial in the

21st Workplace. We emphasize the importance of values as these are crucial

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in the students’ personal and professional lives. To extend the program’s

thrust on experiential learning, we sustain a productive partnership with the

related industries to let the students have hands-on experience and to let the

students acquire necessary skills for their future workplace. Moreover, the

specialized subjects of the TVL Track guarantee competency-based training,

and these subjects include institutional assessment in preparation for national

competency assessments. Hence, helping the students earn their National

Certificate Level II after graduation. Competent and supportive teachers

continually work hard to safeguard positive relationship in the school’s

community. We are engaged in deeply enriching the students’ skills,

knowledge.
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The
competitiveness of
the Grade 12
students in terms
PROFILE OF THE of:
STUDENTS
 Actual
 Grade level examination
 Age  Performance High Quality
Of
 Section of Competency
the academic
 Gender subjects
 Electricity
 Cooking
 Automotive
mechanics
 Refrigeratio
n and air
condition

Figure 1. Schematic Diagram of the study

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Conceptual Framework

The department of education recognize that the competency is very

high quality just like different kinds of courses like electronics, cooking,

refrigeration and air condition. The Technical-Vocational-Livelihood Track of

the Senior High School Program of Riverside College, Inc. provides intensive

and extensive training for the learners. The school’s inclusive environment

encourages students to optimize their potential to be the best in their chosen

fields. The school provides learning opportunities to develop confidence and

independence in acquiring 21st Century competence and skills.

We emphasize the importance of values as these are crucial in the

students’ personal and professional lives. To extend the program’s thrust on

experiential learning, we sustain a productive partnership with the related

industries to let the students have hands-on experience and to let the

students acquire necessary skills for their future workplace. Moreover, the

specialized subjects of the TVL Track guarantee competency-based training,

 SAINT THERESA COLLEGE OF TANDAG, INC.
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Tandag City, Surigao del Sur

and these subjects include institutional assessment in preparation for national

competency assessments. Hence, helping the students earn their National

Certificate Level II after graduation.

Competent and supportive teachers continually work hard to safeguard

positive relationship in the school’s community. We are engaged in deeply

enriching the students’ skills, knowledge, and attitudes of the students to

produce Senior High School graduates who are ready for employment and for

college education.
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Statement of the problem:

1.) What is the profile of the respondents in terms of:

1.1 Grade level

1.2 Age

1.3 Section

1.4 Course

1.5 Gender

2.) To what is the competitiveness of the students in terms of

1.1 Actual examination

1.2 Academic Performance

1.3 Skills and Knowledge

1.4 Desired specific course

4.1.1 Welding

4.1.2 Cooking

4.1.3 Automotive mechanic

4.1.4 Electricity
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3.) Is there a significance relationship between the variables in sub-

problems and those on the study

The identification of a problem to study can be challenging, not

because there's a lack of issues that could be investigated, but due to the

challenge of formulating an subject-problem and those of sub- problems

4.) What are the problems of educational of the study?

through an examination of the ‘de-silencing’ of education in the past

decade or so, and its recent ‘re-silencing’, the authors conclude that, with all

the problems that might be identified that pertain to educational research and

to faculties of education, the most significant might well be a failure of

research imagination.

5.) What is the level of competency of the students of STC?

The competency based education approach allows students to

advance based on their ability to master a competency skills, knowledge and

abilities at their own Pace.

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Scope and Delimitation

This study confined in determining the relationship between the

technical skills and the academic performance of the students in Grade 12

student provide masters in different sides of courses like the Home

Economics track offers various specializations that can lead to livelihood

projects at home. This strand aims to give you job-ready skills that can help

you in finding the right. This Order provides for the amended Qualification

Standards for the SHS teaching positions in the Technical-Vocational-

Livelihood (TVL) track.

It also clarifies specific provisions of the previously issued guidelines

on recruitment, selection, and appointment of SHS teachers in all public

SHSs, particularly on the professional eligibility and documentary

requirements as well as the application and appointment procedures.

employment.
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Technical Livelihood Education subjects under this track are following

the TESDA curriculum so if you are thinking of taking any of technical-

vocational courses, this is the strand you should take. Industrial Arts will

provide you the skills and knowledge on carpentry, automotive servicing,

driving, electronics repair, electrical installation, welding, plumbing, and tile

setting.

Limitation of the study

The research has reached the importance of this study, and there are

some unavoidable limitations. First because of the time, this research was

conducted only here in Saint College Inc. How competence the students here

in Saint Theresa College must specially in grade 12 students and I know that

all the many of the students get the high quality of competency.
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Definition of terms:

 Contractual -refers to an appointment issued to an appointee to a

teaching position who shall teach specialized subjects in secondary

education on a part-time basis.

 Provisional-refers to an appointment issued to an appointee to a

teaching position who meets all the requirements of the position

except the Eligibility but only in the absence of a qualified eligible

actually available who is willing to accept the appointment

 Contrary -perversely inclined to disagree or to do the opposite of

what is expected or desired

 Acquiring -learn or develop (a skill, habit, or quality)

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 Pertain - be in effect or existence in a specified place or at a specified

time

 Pace - walk at a steady and consistent speed, especially back and

forth and as an expression of one's anxiety or annoyance

Chapter II

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter shows the review of the related literature

RELATED LITERATURE

Foreign

The study is a review of the literature on the basic education (k-

12) curriculum specifically the senior high school (SHS)

of the Japan, and the US. Results of the review show that

the SHS curriculum is intended to prepare students to enter into

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college/university or to work in the industry or be an entrepreneur. The SHS

program is the last level in all basic education programs of the countries

reviewed.

The Philippines has a clearer model with at least four tracks

(academics, tech-voc, sports, arts & design) and at least ten strands. Japan

has two tracks in academics and tech-voc. The US basic education system

varies from state to state, similar to its SHS curriculum. There is no definite

track as this is left to individual state and their school districts to decide. There

are purely academic, tech-voc and other types of schools. The majority of

those who choose academic track are a student who plans to proceed to

college. There is still a stigma in selecting tech-voc and other courses as this

are seen by many as the course for poor performing/problematic students.

The enrolment in tech-voc schools in the US is declining despite the surge of

demand for skilled workers. In the three countries, the availability of qualified

teachers is still an issue. This situation is very real in the Philippines as it

started the SHS program in June 2016. Other problem includes the need to

construct a huge number of classrooms and facilities.

All of these are currently being addressed too by the government. It

would be helpful to scan those studies to gain a better understanding of what

factors might be contributing to the development of Technical Education and

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the process of state building. The approach of classical behaviourist theory

shows that it does not adequately address a full range of learning needs,

which constructivist theory may address in a more comprehensive way. New

studies have shown that Technical Education and the evolution toward higher

technology in the workplace continue to advance. Peter E. Doolittle

Constructivism: The Career and Technical Education Perspective. Journal of

Vocational and Technical Education Volume 16, Number 1, 1999 accessed in

December 9, 2011 Federal support for Technical Education must be on the

redoubling of efforts to increase the links between not only academic and

occupational skills development, but also between businesses and education.

UNESCO has held group discussions with TVET Technical and Vocational

Education and Training with members from developing countries to better

integrate TVET programs.

As a matter of urgency, attention should be paid to Technical

Education due to both its impact on society as a whole and its influence on

the process of state building.

It has focused on providing learners with the skills and knowledge needed to

successfully transition to the workplace. The present vocational-technical

education system in the United States is broad and complex, spanning many

grade levels, subject areas, and educational institutions. In the late 20th and
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early 21st centuries the system also has evolved from being initially focused

on entry-level job preparation to include adult retraining programs, college

preparatory coursework, postsecondary options and programs, and many

other options. This complexity is confounded by the broader educational

system in the United States, which leaves decisions regarding vocational and

career and technical education programming largely to each of the states.

Despite these challenges, vocational and career and technical education

continues to be a key component of the overall education system in the

United States. In addition, with the rapidly changing context of work and the

need for a skilled, adaptable workforce, the US vocational and technical

education system will continue to hold a vital role in the US economy.

Vocational education, referred to in many other countries as technical

vocational education and training (TVET), also plays a significant role in

educational systems across the globe. In many countries TVET has a more

centralized focus than in the United States and does not have to contend with

the different state structures found in the United States. In developed

countries such as Australia, Germany, Great Britain, and South Korea, TVET

is a key to economic prosperity, while in developing countries TVET is seen

as a key to economic self-sufficiency. often called a voc-tech school, is a high

school in the United States and Canada designed to bring vocational and
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technical training to its students. Proponents claim that students bound for

college may be able to use such skills to realize a distinct educational

advantage over other students in their major. Additionally, vocational-technical

schools often provide training to adults from the surrounding communities.

The training, offered for a cost, may range from a single course to an entire

program of ten or more courses. Vocational-technical schools are licensed,

registered, or accredited like any other high school

Local

The Home Economics track offers specializations that can lead to

livelihood projects at home. This strand aims to give you job-ready skills that

can help you in finding the right employment. In home economics, students

develop an understanding of the factors that influence the well-being of

individuals and families within the home and community and of the actions

people take to enhance and sustain those environments. In the Philippines

the TVL strand have many to offer just like Subjects in the Home Economics

can also lead to National certifications based on TESDA standards. You will

be taking up courses on barbering bartending beauty care, bread and pastry

caregiving cookery dressmaking food and beverage housekeeping tourism

and handicrafts among others

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In the context of food and nutrition, students evaluate current issues

and theories of nutrition, identify and reflect on factors that influence people’s

choices and behaviours, and use this knowledge to make informed decisions.

Through the processes of selecting, preparing, cooking, and serving

food, students develop their creativity and experience a sense of

accomplishment. At the same time, they develop personal and interpersonal

understandings and skills that contribute to well-being.

Related studies

This study examined the skills and knowledge of the grade 12 students

TVL students and their master courses, Some vocational-technical schools

are full-time. Not only do they provide vocational and technical training, but

they also provide traditional academics that students would typically receive

during high school, all within one school district or building. Such schools

often expose students to their academic classes during one half of the day,

and to their vocational and technical classes during the other half, or have

academic weeks and vocational-technical weeks. Most vocational-technical

schools, however, are part-time. This means that they only provide vocational

and technical training, while the academic portion of their education is

obtained from their home school district

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Local

The first batch of Filipino students to go through Grade 11 will troop to

schools in 2016. Many students and parents, though, are still unaware of a

few details as regards the new senior high school system. Matters on the

country’s K-12 program remain unclear. One of them, however, refers to the

specific tracks wherein students will choose the best skill for them to master.

With the new educational system required by the government, Filipinos

have no other choice but to embrace it. In the first place, each one will profit

from the new scheme because it follows international standard. This article

gives a detailed explanation on the senior high school’s tracks

Foreign

K–12 pronounced k twelve, k through twelve, or k to twelve is a

designation used in Singapore for the sum of primary and secondary

education. Singapore Ministry of Education MOE is the regulatory body of the

Education Services. The local schools in Singapore are supported by

government and mainly cater to Singaporean citizens. Singapore has many

private international schools as well that provides K-12 education. K-12

education in Singapore is inexpensive.

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The DepEd argues that the K-12 program will be the solution to yearly

basic education woes and the deteriorating quality of education. Critics,

however students from Singapore, South Korea, Japan and Hong Kong, all

with shorter education cycles, got higher scores than America students, The

10 member-states of the Association of Southeast Asian Nations (Asian) are

the Philippines, Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar,

Singapore, Thailand, and Vietnam. In 2003, these countries agreed to

integrate their economies.

Insights gained

According to this research and the competence of the students’ the

teachers provide high quality of teaching in order to gets high quality of

students learning in and enhancing the skills of the students in grade 12 in

senior high school students of Tandag Inc.

CHAPTER III
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This chapter contains the research design and the methodology used

in the conduct of this study. It incorporated the sampling techniques, sources

of data. The research subjects, population of the study, the instrument

utilized to gather data, as well as the statistical tools employed in processing

the data. This chapter is showing how the researcher came to the necessary

data for this study, and how these data were analysed. Interpreted and

presented in the easiest way possible.

Research design

This study utilized the descriptive survey in order to achieve the

purpose of this study which is to determine and describe on how the gr12

students of Saint Theresa college way of competing and their competency. It

is descriptive in a sense that the data obtained were analysed and describe.

The respondents
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The respondents are the grade 12 TVL students of Saint Theresa

College Inc.

Research locale

The location of our research is in the Saint Theresa College Inc. Barangay

Quezon St. Dagocdoc Tandag, Surigao del Sur.

Research instruments

This researcher instrument of the study made questionnaire pre-

survey and competency card to know more information about the competency

of the grade 12 students. The respondents of this study are to gather for

information about the competency of the grade 12 students of Saint Theresa

College.

DATA GATHERING PROCEDURE

The researcher has followed certain in the conduct of the study Choose

a certain title it is a must that we choose a title for our study and defend it to

the panellist until it was approve. Securing permit to conduct the study. The

permit to conduct the study was requested and filed to the office of the school
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principal. Preparation of the instruments, Questionnaire is a principal tool in

gathering the data. First draft of the instrument was made in coordination with

the adviser so that the survey tool is reliable and valid. Administering are the

questionnaire. The researcher personally distributed the questionnaire to the

respondents in saint Theresa College during academic test and activities.

Here a clear explanation of the purpose and objectives of the study was

indicated. Confidentially was given in order to assure cooperation and to avoid

inhibitions from the Respondents in accomplishing the questionnaire

validating the instrument. formulated and recommended of this study.