MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
School of Advanced
Education
Chapter
1
THE PROBLEM AND ITS BACKGROUND
This chapter contains the background of the study, statement of the problem and the
specific questions of the study, the significance of the study that presents the importance and
the benefactors of the study upon its conduct and the scope and delimitation which gives the
parameters of the study.
Introduction
The K-12 Basic Education Program was first launched and initially implemented in
2012. In May 2013, former President Benigno C. Aquino III signed Republic Act 10533 or the
Enhanced Basic Education Act. One of the goals of the K-12 Basic Education Program is to
develop the students’ competencies, work ethics and values relevant to pursuing further
education and joining the world of work among learners. This is the role of work immersion,
a subject included in the Grade 12 which goal is to become familiar with the workplace,
employment simulation and to apply competencies in the areas of specialization in an authentic
work environment. The term “immersion” is a word that signifies complete involvement of
students in a certain activity. Thus, the readiness of students is at stake to be equipped with
varied competencies in a real world which is the challenge and apart of Department of
Education (DepEd) Order No. 40 series of 2015, the Senior High School (SHS) curriculum
consisting of 80 hours of hands-on experience.
However, tracing the global competitiveness of the Philippine education with its
performance around the world, the International Institute for Management Development
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of Advanced
Education
(IMD) conducted a survey
on talent
competitiveness
of 66 countries around the world and
unfortunately, the Philippines dropped from 45th place in 2017 to 55th in 2018 in the IMD
World Competitiveness’ World Talent Ranking 2018. There were three factors which seemed
to be the highlight of competition which are investment and development factor, appeal factor
and the most significant of the three factors that was mentioned was readiness factor, which
looks at the quality of skills and competencies of a country’s labor force (Khidhir, 2018). This
is an alarming scenario since it deals with the quality of education being provided to the
students. The IMD World Competitiveness Center’s director Arturo Bris told media that the
Philippines’ labor force is not as equipped with skills that firms are looking for. He further
exclaimed that in 2018, the Philippines witnessed a deterioration of its ability to provide the
economy with the skills needed, which points to a mismatch between school curricula and the
demands of companies.
Further, the most enduring part that educators should look into is the skills or
competencies being provided to the students. Mastery of the competencies through
competency-based learning is one of the programs of the Department of Education. Besides,
the implementation of work immersion which is included in the curriculum for Grade 12
students seems to be an answer to the employability skills needed by most companies
nowadays. Regional Memorandum No. 101 s. 2018 was released regarding the monitoring and
evaluation of work immersion which aims to gather data, relevant information, and feedback
on the actual implementation of the work immersion subject. This memorandum includes
monitoring form for work immersion supervisor, learner monitoring form, surveyquestionnaire form for learner, and post work immersion survey for the partner institution.
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Education
Moreover, the School
PIDS Discussion
Series No. 2020-40 entitled On the
Employability of the Senior High School Graduates: Evidence from the Labor Force released
in December 2020 confirmed the results in the earlier study that only a small proportion (a
little over 20%) enter the labor force and most of them (more than 70 percent) continue with
their education. In conclusion, there is a need to continue working with employers informing
and demonstrating to them what SHS graduates can do and eventually clearly defining the right
niche for them in the labor market.
Furthermore, the Philippine Business for Education (PBED) group also conducted a
study and found that the first batch of SHS graduates possesses “theoretically” 93% of the
competencies suitable to the needs of the country’s industries. But in a separate study, the
PBED found that only 20% of the 70 leading companies in the Philippines were inclined to
hire senior high graduates, preferring college graduates or those with at least two years of a
college education.
In 2019 and 2020, the Bureau of Curriculum Development (BCD) conducted a National
SHS Tracer Study – a mixed methods research, which aimed at determining the curriculum
exits taken by learners after having graduated from the Senior High School in SY 2017-2018.
A majority of 82.67% of the graduates pursued higher education while 10.22% got employed.
Only a small percentage engaged in entrepreneurship (1.30%) and middle-level skills
development (0.42%). 5.39 % of the graduates did not pursue any of the exits after SHS
graduation.
The BCD also studied the cohorts of SHS graduates in SY 2017-2018 by requesting
Regional Offices to submit reports on the following: number of SHS graduates according to
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MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
SchoolofofSHS
Advanced
Education
tracks and strands; the number
graduates
who got employed, pursued higher education,
engaged in entrepreneurial activities, and/or underwent middle-level skills development.
Among those who proceeded to higher education, the majority were from the Academic
track accounting for 42.3% of the graduates, followed by TVL track graduates at 24.8%, Arts
& Design track graduates at 0.3%, and Sports track graduates at 0.2%. The SHS TVL track
graduates registered the highest from those who got employed at 9.7% followed by the
Academic track graduates at 6.2%, then Arts & Design graduates at 0.03%, and Sports tracks
graduates at 0.02%.
Apparently, there are still gaps in the employability of the SHS graduates. As DepEd
continues to enhance the employability of the SHS graduates, there have to be strategies to
help them build their employment portfolio and resume. The current misalignment is partly
due to longstanding traditional mindsets both from the supply side (students) and the demand
side (employers) that high school graduates are not work-ready. Students are not confident
enough to find gainful employment after graduation, limiting themselves to jobs that are not
matched with the technical education and training they have received in SHS, and employers
still prefer to hire college graduates or at least those with some years of a college education.
The existence of monitoring and evaluation tool for work immersion and the
manifestation of the much-needed employability skills of the industries are considerable
components for sustainable workforce. Thus, for the enrichment of the content of the
assessment tool also prioritized the inclusion of the soft skills or the job-readiness skills of the
students who will undergo work immersion. Indeed, school-based assessment tool or locally
made assessment tool for every school is an essential part of the curriculum enrichment for the
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purpose of scrutinizing the
foundational
skills Education
learned by students in the K-12 program. In fact,
Senator 5Win Gatchalian emphasized that there should be a review of the K-12 curriculum to
determine if the technical-vocational lessons in the K to 12 program responds to the needs of
the industries (Terrazola, 2019).
Along this significant context, the researcher would to assess level readiness of the SHS
Technical Vocational and Livelihood (TVL) graduates to industry requirements as to
technological knowledge, human relation skills, behavior skills, work skills, and
communication skills. Results would become the basis for needs analysis towards curriculum
modification. Hence, the Senior High School (SHS) component of the K to 12 program is
designed to cover the three possible exits: toward (i) higher education, (ii) middle-level skills
development, and (iii) employment or entrepreneurship. The employment or entrepreneurship
exit justifies preparing SHS graduates for the labor market besides preparing them for higher
education which was made possible through the Republic Act No. 10533 Enhanced Basic
Education Act of 2013 added two years of Senior High School (SHS) with the goal of
expanding high school education for higher education, employment, middle-level skills
development, and entrepreneurship.
Statement of the Problem
This research primarily aims to assess the level of readiness of the TVL graduates to
the industry requirements.
Specifically, it aims to give answers to the following questions:
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MARINDUQUE STATE COLLEGE
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1. What is the readiness
the TVL Education
graduates to industry work requirements when
grouped according to TVL strands and specialization based on the assessment of the partner
industry as regards to industry work required skills as follows:
1.1 Technical Knowledge;
1.2 Human Relation Skills;
1.3 Behavioral Skills;
1.4 Work Skills; and
1.5 Communication Skills?
2. Are there significant differences in the readiness of the TVL graduates when grouped
into TVL strands/specialization?
3. What are problems encountered by the partner industries as regards industry work
required skills as follow:
3.1 Technical Knowledge;
3.2 Human Relation Skills;
3.3 Behavioral Skills;
3.4 Work Skills; and
3.5 Communication Skills?
4. What are the recommendations of the partner work industries to improve the
readiness of the TVL graduates for industry work requirements?
5. What curriculum modification may be crafted in order to level up the readiness of
the TVL graduates based on the assessment of partner industry as regards to industry work
required skills?
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Scope and DelimitationSchool
of the Study
The subject of the study is the readiness of the TVL graduates on the required skills of
the work industry such as technical knowledge, human relation skills, behavioral skills, work
skills, and communication skills as well as the problems encountered by the partner industries
of the SHS. Likewise, the recommendation of the partner industries to raise the readiness of
the TVL graduates to meeting the industry work requirements.
There are 17 out of 46 secondary schools in the Schools Division of Marinduque which
offer Senior High School program but only those who are offering TVL strands are involved
in the study namely: Bagtingon NHS, Balanacan NHS, Bangbang NHS, Bognuyan NHS,
Buenavista NHS, Hupi NHS, Kilo-kilo NHS, Landy NHS, Makapuyat NHS, Maranlig NHS,
Marinduque NHS, Matalaba NHS, Matuyatuya NHS, Mogpog NHS , Poctoy NHS, Tapuyan
NHS, Tigwi NHS. Only those who graduates TVL strands will be assessed by their partner
industries based on the given parameters.
Furthermore, it involves the selected partner industries based on TVL strands which
the SHS deployed their students with a total of 31 partner industries from which a sample of
93 will be drawn including the 31 owners/managers with a total of 124 respondents. It will be
conducted on the second semester of SY 2023-204 (or the third quarter) in the DepEd Calendar.
The study excludes graduates of academic courses like namely: Science Technology,
Mathematics, and Engineering (STEM), Accountancy, Business, and Management (ABM),
and Humanities and Social Sciences (HUMMS) for majority of them proceed to college to
obtain a bachelor’s degree.
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Significance of the Study
Assessing the readiness of the TVL graduates is important to achieve one of the goals
of Senior High School Program, employment or entrepreneurship, since majority of the
graduates proceed to higher education while others preferred a middle skill development in
technical vocational schools. In this regard, assessing the readiness of the graduates to industry
work requirements is vital.
Curriculum Implementers and DepEd Authorities. Results may help them revise,
revisit, or modify the curriculum upon knowing the competencies which are needed to improve
which could be of better help to the graduates, especially to the students taking strands in
Technical-Vocational Livelihood track. Curriculum implementers may also strengthen the
teaching of the curriculum in order to achieve the goals of SHS program. It has to keep in mind
that one of its goals is to produce graduates who are ready to the job industry.
TVL Instructors and Work Immersion Coordinators. The Technical-Vocational
Livelihood (TVL) track is an option that senior high school students can choose to prepare for
highly-specialized profession that either require students an additional education or immediate
employment post senior high. As bearers of important skills and expertise, they are expected
to transfer the essential skills and expertise to their students. Hence, TVL students will become
the backbone of the society as they get involved in various industries that keep the nation going.
The importance of the technical vocation livelihood track rests instructors and work immersion
coordinator hence, the students would develop the unique skill set that provides senior high
students with an ability to contribute meaningfully to their communities, even as early as senior
high school.
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MARINDUQUE STATE COLLEGE
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School Heads. Findings
of Advanced
the study may
help them to do inventory of interests of the
study so they can offer specialized courses for the students. This is also an opportunity to
improve the facilities of the specialized courses they are offering as well the competencies of
the instructors for a better transfer of learning and skills.
Partner Industries. Work immersion is of the success indicators of Senior High
School Program. With this, industry partners are expected to become more collaborative and
helpful to hone the skills of the TVL SHS graduating students in order for the later to develop
and adapt skills and competencies they needed as they work in the real work industry.
Likewise, the partner industries are expected to give them equal opportunity so that students
may have developed crucial skills, gain practical experience, and explore potential career
paths.
TVL SHS Students. Results of the study may raise the bar of providing students with
the subject focused on job-ready skills. They will be provided and offered of more practical
knowledge and expose to acquire and earn National Certificates (NCs) to be able to help them
to land to their desired jobs after they had graduated from Senior High School (SHS).
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MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
School of AdvancedChapter
Education
II
REVIEW OF RELATED LITERATURE AND RELATED STUDIES
This chapter presents the related literature and studies which have bearing and
significance to the variables being investigated. It likewise presents the theoretical framework,
conceptual framework, research paradigm, hypothesis, and definition of terms.
Related Literature
Work Immersion
Traditionally, academic achievement and/or technical competence has been a key
selection criterion in graduate recruitment and selection (Roth & Bobko, 2000). While this is
usually dependent on specific subjects for particular disciplines and professions, high academic
or technical achievement is generally used as an indicator of intellectual capability, capacity
to learn, and motivation to pursue and achieve goals (ACNielsen Research Services, 2020).
However, academic or technical ability does not necessarily predict long term future capability.
Nowadays, more importance is being placed on graduates possessing a range of generic skills
and attributes required across all jobs. In particular, organizations are increasingly interested
in the extent to which graduate applicants possess the skills and attributes that make them
“prepared” or “ready” for success in today’s rapidly changing work environment. Hence, a
relatively new concept has emerged in the literature as a selection criterion for predicting
graduate potential, the notion of work readiness (ACNielsen Research Services, 2020; CasnerLotto, Barrington & Wright, 2016; Gardner & Liu, 1997; Hart, 2018).
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Work Readiness
School of Advanced Education
Work Readiness has been described in a variety of ways because of the many properties
it has with other traits (Garcia-Aracil, Almeida, 2021). Generally speaking, it is described as
having the proper abilities, qualities, and practical knowledge that lead to a greater chance of
finding a job. There are several factors that contribute to a person’s ability to be a successful
employee. These include a person’s overall talents, their ability to work in a specific field, and
their professional traits and drive. In general, graduates’ perceptions of the learned traits and
attitudes that guarantee success in the workplace are described by WR (Cavanagh, et al., 2015)
On WR, there is a wealth of information for students who want to get a job (Work,
Nurjanah & Masek, 2022) readiness, on the other hand, is a relatively recent idea that
originated as a way to understand a graduate’s success in the workplace.
Employer’s Perspective on Graduate Work Readiness
Employer perspectives on graduate work readiness Gardner and Liu (2017) surveyed
over 150 employers who were asked to observe their new graduate employees in order to
compare and rate their work preparation with the job’s performance requirements. The
participant sample included technical graduates (e.g. engineering, computer science,
accounting), as well as non-technical graduates. The objectives of the study were to evaluate
graduate performance with regards to the specific skills/competencies required for the job and
to evaluate the educational and social preparation of the graduates for work. Fifty-two skills
and competencies, grouped into nine categories were rated including: (1) speaking and
listening, (2) reading, (3) writing, (4) mathematics, (5) thinking and reasoning, (6)
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organizational skills, (7)School
analyzing
analytical Education
data, (8) job skills, and (9) personal skills. The
study found that some employers perceived their graduate employees as inadequately prepared
for entry level work. Although employers were generally happy with graduate performance,
there were a few significant differences between job requirements and graduate preparedness.
Overall, technical graduates were rated as being more unprepared in terms of speaking and
listening, writing, organizational and personal skills than nontechnical graduates. For both
technical and non-technical graduates a lack of work readiness was observed in relational and
personal competencies, skills not directly taught in the classroom (Gardner & Liu, 2017).
Nowadays, however it is common for undergraduate courses to offer practical units that allow
students to experientially develop relational and personal competencies outside of the
classroom. Hence these findings may not be valid for today’s graduates.
Alternatively, research by Hart (2008) with 301 organizations found that while
employers were generally satisfied with graduates‟ entry-level skills, they were less confident
about graduates‟ achievement of the skills and knowledge necessary for advancement and
promotion in the organization. Of 12 key skill areas, employers identified global knowledge,
self-direction, writing, critical thinking and adaptability as areas where graduates were least
prepared in terms of work and hence in need of improvement.
Current conceptualizations of graduate work readiness
The current graduate recruitment literature does not provide a clear conceptualization
of what defines work readiness in graduate employees (Casner-Lotto, et al., 2006).
Furthermore, findings from the studies by ACNielsen Research Services (2000), CasnerLotto,
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et al., (2006), Gardner &School
Liu (1997)
and HartEducation
(2008) vary in terms of the skills and attributes
articulated by employers as being indicative of work readiness. It appears that employers may
not value the same skills and attributes equally and that, in some cases, employers use different
terms to refer to the same or similar attributes.
The evident lack of clarity and consensus on what defines work readiness may be due
to the fact that, as a construct, it is still in the early stages of development. The emergence of
interest in work readiness can be linked to the increasing demand from employers for graduates
to possess a diverse range of generic graduate attributes or generic skills (Hager & Holland,
2006). This trend has resulted from economic and technological developments which have
significantly changed the nature of the workplace. The term generic skills is used
interchangeably with related terms including “core skills”, “basic skills”, “transferable skills”
and “employability skills”. It refers to a range of qualities and capacities that are viewed as
important in the preparation for work in almost any job. Examples of generic skills include
communication, problem solving and working with others. Alternatively, Hager and Holland
argue that generic graduate attributes go beyond technical skills to also include attitudes, values
and dispositions. The various combinations of attributes and skills that a graduate applies in
different contexts can be referred to as capabilities (Hager, 2006).
Knowledge, Skills and Attributes (KSAs)
A qualitative study by ACNielsen Research Services (2020) with employers and
industry representatives identified the following sought after skills in new graduate recruits:
academic achievement, literacy; numeracy; logical and orderly thinking; computer skills; time
management skills; written business communication; oral communication; creativity and flair;
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Schoolskills;
of Advanced
interpersonal skills; teamwork
problemEducation
solving skills; and comprehension of business
processes. Some employers also rated research/analysis skills and leadership skills as being
important. With regard to the future of business and the rapid changes impacting the world of
work, employers indicated a preference for graduates who were adaptable and flexible in order
to cope with future changes. Graduates with an awareness of the need for continuous learning
were also valued by some professions. It seems that a range of personal attributes are valued
by Australian employers that vary according to the organization, industry and profession. In
general, Australian employers consider enthusiasm, motivation, ambition, maturity, and
personal presentation to be valuable attributes in graduate applicants.
Technological Skills
It includes the ability to select procedures, equipment, and tools to acquire and evaluate
data (SCANS, 1991). An increasingly knowledge-intensive industry environment demands
graduates who are always at the front of the ‘technology innovation curve’ (Collet et al., 2021).
Moreover, in the wake of a gradual decline in the number of skilled and semi-skilled workers
in favor of the specialized workforce that is competent in information technology and
informatics (Ghaith, 2019), IT skills have become vital for graduates.
Communication skills
Effective communication skills are an extremely important issue for effective
organizational behaviour, relationships, and work processes (Conrad & Newberry, 2021). In
order to prepare future leaders, educators need to ensure that graduates have the necessary
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communication skills to School
begin their
career (Lolli,
2019). Moreover, communication skills are
ranked as very important by the overwhelming majority of employers in the recruitment, job
success and promotion of graduates (McMurray et al, 2019).
The Trifocalization in the Philippines
The Philippine educational system is classified according to the three specific levels of
education handled by different government agencies. The Department of Education (DepEd)
runs basic education from Kindergarten until Senior High School (Grade 12). The Technical
Education and Skills Development Authority (TESDA) handles post-secondary technical and
vocational education and training, while the Commission on Higher Education (CHED)
handles higher education.
The government agency mandated to supervise technical education in the Philippines
is the Technical Education and Skills Development Authority (TESDA). TESDA uses
competency assessment and certification as both the means and the end of competency and
skills development. TESDA’s vision is to be the leading partner in developing the Filipino
workforce with world-class competence and positive work values. In the performance of its
mandate and the pursuit of its vision, TESDA supervises more than 4,500 Technical Vocational
Institutions consisting of 4,148 private TVET Institutions, 365 Public Schools and Training
Centers, 822 enterprises providing leadership and apprenticeship programs, and 126 TESDA
Technology Institutions. The Technical Vocational Institutions employ more than 23,000
Technical Vocational Education and Training (TVET) Trainers covering 215 qualifications
(TESDA 2010, 1).
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MARINDUQUE STATE COLLEGE
16
GRADUATE SCHOOL
School ofEducation
AdvancedTraining
Education
Technical and Vocational
(TVET) in the Philippines is handled by
the Technical Education and Skills Development Authority (TESDA). This government
agency manages and supervises technical education and skills development (TESD) in the
Philippines. It was created under Republic Act 7796, otherwise known as the Technical
Education and Skills Development Act of 1994, which integrated the functions of the former
National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational
Education of the Department of Education, Culture and Sports (BTVE-DECS), and the Office
of Apprenticeship of the Department of Labor and Employment (DOLE) (TESDA n.d. [a]).
Because of the need to provide equitable access and provision of TESD programs to
the growing number of TVET clients, TESDA continues to undertake direct training
provisions. There are four training modalities: school-based, center-based, enterprised-based,
and community-based. These are aligned with TESDA’s infrastructure – 57 TESDA
administered
schools,
60
training
centers,
enterprise-based
training
through
DTS/apprenticeship, and community-based training in convergence with the LGUs. There are
four types of program delivery: School-Based Programs, Center-Based Programs, Community
Based Programs, and Enterprise Based Programs. Overall, TESDA formulates workforce and
skills plans, sets appropriate skills standards and tests, coordinates and monitors human
resources policies and programs, and provides policy directions and guidelines for resource
allocation for the TVET institutions in private and public sectors (TESDA n.d. [b]).
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
School of Advanced
Education
Technical-Vocational-Livelihood
(TVL)
Technical-Vocational-Livelihood (TVL) is one of the Senior High School program
tracks under the K to 12 Enhanced Basic Education program along with General Academic
Strand (GAS), Science Technology, Mathematics, and Engineering (STEM), Accountancy,
Business, and Management (ABM), and Humanities and Social Sciences (HUMS). Compared
to the academic track, the TVL track is the most challenging due to the availability of resources
and linkages; and was thus given less attention compared to the academic track.
Since the creation of the Philippines’ formal education system, cultural conditioning
among parents for their children has always leaned towards the academic pathway. Filipino
parents always plan for their children’s college education. The thought of encouraging students
to pursue a technical-vocational course has always been a remote option. However, some
perspectives have changed through time as the Enhanced Basic Education Act of 2013 came
into the picture. The implementation of the Senior High School program has paved the way for
the inclusion of technical and vocational education as one of the four (4) tracks offered from
Grade 11 to Grade 12. Specifically, the Technical-Vocational-Livelihood (TVL) track has
gained traction as the shift from content-based to outcome-based learning has becomes a
tagline in most, if not all, schools in the country.
The TVL track provides students with subjects focused on job-ready skills. It offers
practical knowledge and exposure for students to earn National Certificates (NCs) to help them
land their desired job after they graduate from Senior High School (SHS). Not many have
expressed interest in pursuing a technology-vocational-livelihood track in Senior High School.
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This is partly because little
has of
been
written Education
and advertised about the benefits and potential
opportunities this program offers.
Work immersion is one the required skill for every senior high school in the Senior
High School Program. By context, work immersion is the process wherein the students acquire
the necessary knowledge and skills of their subject matter set out in the school’s curriculum or
program of instruction. Hence, immersion means exposing the students to an establishment
where their efforts are given the opportunity to maximize their potential. Likewise, they are
being offered of the opportunity to gain practical skills which are contributing to solving realword problems and expand their network (Bundomo, 2020).
In the Philippine education, work immersion, as it applies to the K to 12 curriculum in
the Philippines is defined in the Department of Education (DepEd) Order No. 40, series of
2015, refers to the part of the Senior High School (SHS) Curriculum consisting of 80 hours of
hands-on experience or work simulation which the Grades 11 and 12 students will undergo to
expose them to the actual workplace setting and to enrich the competencies provided by the
school (Cruz, 2020). It is noteworthy, that the immersion has two meanings in K to 12. The
first meaning refers to a required SHS subject in the curriculum. The second meaning refers
not to a subject but to a preferred mode of delivery of Tech-Voc subjects.
In the Curriculum Guides posted on the DepEd website, the immersion occurs in the
Specialized Subjects of the tracks (Academic, Technical-Vocational-Livelihood (TVL),
Sports, and Arts and Design. Nevertheless, immersion is only one among the four options
under “Work Immersion / Research / Career Advocacy / Culminating Activity (WRCC)”. In
the Academic Track, WRCC is the ninth required specialized subject in the Accountancy,
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Business and Management
(ABM),
Humanities
and Social Sciences (HUMSS), and Science,
Technology, Engineering, and Mathematics (STEM) strands. WRCC is not listed in the
General Academic Strand (GAS), but since two electives may be taken from the other strands,
it may be required also by particular schools.
Also, in accordance with the K-12 curriculum of the Department of Education (DepEd),
the Department of Labor and Employment (DOLE) has laid down guidelines regarding the
work immersion program for SHS students. In this Labor Advisory published by DOLE, it is
clarified that work immersion shall not be considered as employment arrangement but only to
serve the K-12 Program purpose of exposing the students to actual workplace setting and
augment the competencies provided by the schools. First in the guidelines is the prohibition of
the students having work immersion in industries and activities considered as hazardous in
accordance with DOLE Department Order 149-2016. Among those considered as hazardous
industries are mining and quarrying; construction; transportation and storage; water supply,
sewerage, waste management, and remediation activities; forestry and logging; fishing and,
aquaculture; hunting and trapping; security and investigation; and manufacturing of alcoholic
beverages, tobacco, pyrotechnics, rubber and plastic products, chemicals, metals, and weapons
and ammunitions.
Additionally, according to the DOLE, work immersion may be scheduled for no more
than eight consecutive hours per day and must only be between 8 a.m. to 5 p.m. Also, work
immersion for students that are still below 15 years old must have permission from their parents
or guardians and should be no longer than four hours per day. Lastly, DOLE said that the actual
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work immersion shall beSchool
held under
the supervision
of the School Head and the designated
personnel of the partner firm.
In addition, immersion is done outside the school campus in a Workplace Immersion
Venue, defined as the place where work immersion of students is done. Examples of work
immersion venues include offices, factories, shops and project sites. The partnership between
the school and the industries will lead to building trust, equal power and accountability,
wherein both can succeed in sharing skills, knowledge and information, hence, as a result these
two components can be benefited mutually with each other. More importantly, if the school
and industries work together, they can accomplish one goal—to train or immerse students in
real life situations in the work field.
Recommendations created to address the problems under the implementation of K to
12 programs K-12 curriculum in the Philippines is under a series of observation, different
details in this curriculum are scrutinized to test its importance in the system. The success of a
system is dependent to different factors, if neglected will result to another social issue. Issues
were revealed during the process of implementation of SHS curriculum in the Philippines,
however despite of different issues and challenges it was not enough to suspend its application
to fully operate SHS curriculum. Thus, to solve these challenges and problems encountered
along, there should be request assistance from different Non-Government Organization and
generous stakeholders to resolve issues on inadequacy of important infrastructures and learning
materials; education sector should assist schools in creating affiliations with different business
sectors to formulate agreements that will allow senior high school students conduct On- the
Job Training opportunities; Philippine Government should create initiative for private business
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MARINDUQUE STATE COLLEGE
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Education
sectors to invite senior high
students
for hands-on
learning sessions or On-the Job training
opportunities and incentives for hiring a senior high school graduate; education sector should
develop more assessment program to develop an impeccable curriculum guide for senior high
school; and endorse more form of assessments to measure level (Nacorda et. al, 2019).
It is as well imperative that teachers will be given adequate trainings not just on the
pedagogies-centered workshop but should also more on content-knowledge because the
problems observed and experienced nowadays are that, teachers are given bulk of paper
document responsibilities where most of their time for instructions is sacrificed. The trainings
conducted by various academic related organizations are too idealistic which somehow affect
the capacity of the teachers to teach the content to their students. Emphasis of the contentbased workshop is a need to be taught to the teachers not to discredit the credibility and ability
of some teachers because many have undergone higher academic pursuit trainings but this is
one thing which should be looked over by the education sectors in our country. Government
should take an initiative in reviewing and legislating all the academic policies in all levels.
Mass promotion is not a key to solve the problems of drop-outs and poor performance of the
students, it is the quality of teaching not the minimum quality standards which have been
emphasized. Mass promotion has been much emphasized in our educational system nowadays
but basing the principles of assessment this slogan is very contradicting. Assessment in terms
of students’ acquisition of knowledge and skills with imbued values should be the valid
instrument in measuring the performance of each learner. Then provided that intervention is
done over and over and yet the students are still not performing, and let it be that students
should be retained. Retention policy should be strictly implemented though this has big impact
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MARINDUQUE STATE COLLEGE
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School
Education
to the school’s performance
but of
onAdvanced
the other side,
this gives and allows the students to strive
more for learning because learning must be not sacrificed.
In summary, the government must take into consideration in addressing the problems
encountered in the current implementation of the k-12 curriculum, such as: a. content-based
training and workshop, b. no to bulk of document responsibilities, c. core function in
instruction must constitute a bigger percentage on the teachers’ responsibility, c. principles of
assessment and d. overall the government must revisit and review the curriculum and be it
legislated.
Related Studies
Sabio (2020) investigated the readiness of the first batch of graduates of Senior High
School Program on the measures of readiness and competitiveness in taking up college or
engaging to employment of the SHS graduates. The results exhibit the need for improvement
on the implementation of the K to 12 curriculum that will serve as the turning point for students
to explore their possible path to take after high school. Furthermore, the practices they
experienced from the work immersion and the whole duration of the academic year, let them
feel and explore the exit point they took. The more they know the field or course, the easier it
is for them to adapt and enjoy their journey to success. (1) Readiness in College; (2)
Competitiveness in Workforce; (3) Effectiveness of K-to-12 curriculum; (4) Difficulties
Experienced after Senior High School, and; (5) Differences of Senior High School to their
Chosen Fields and Courses. All the participants believed that the society or the global market
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MARINDUQUE STATE COLLEGE
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look for those who have School
skills and
also knowledge
to join the workforce. Most of the greater
opportunities are given to those who are academically good and skillfully ready.
In another study, Budomo (2020) determined and described the readiness and
willingness of the enterprises in accepting work immersion (WI) activities of senior high
school (SHS) students. Specifically, it described the needed WI requirements of SHS in terms
of classification and skills needed, the readiness of enterprises in compliance with the
Department of Education’s requirements in terms of the facilities, alignment, proximity, legal
requirements, scope of operation and corporate social responsibility. Also, it determined the
willingness of enterprises in terms of the number of interns needed, availability of slots for
internships, students’ qualifications and gender preferences. Problems in relation to the WI
activities of SHS students were also identified. Furthermore, a plan of action to address the
anticipated problem was proposed. The descriptive research method, purposive sampling and
questionnaire- checklist as instrument were utilized in this study. Majority of the enterprises
are ready in accepting WI activities of SHS students. In terms of willingness, majority of the
enterprises do not need interns but willing in accepting WI of SHS students. The following
were recommended: conduct orientation or seminar in the enterprises about WI; search for
other potential enterprises partners; partner with State Universities and Colleges; and the use
of simulation activities inside the school.
Meanwhile, the study of Abragan (2022) looked into the different perspectives of the
teachers, parents and students on the implementation of the K-12 program in the Philippines
which added two more years before a student can proceed to college. It also described the
various problems that arise as a result of the implementation of this new program and the action
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MARINDUQUE STATE COLLEGE
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plans established by theSchool
government
to address
these issues. Moreover, to make possible
recommendations that help improve the curriculum to make sure that quality education can be
delineated to all the learners who will be part of this new program. It made use of a systematic
approach and review design to come up with a general idea that answers the main objectives
of this research review. The study showed the different perspective of parents, teachers, and
students in the implementation of the K-12 program. What is noted more importantly is that
despite the differences in views, it was noted that many believed that clearly, the new K-12
system in the Philippines is not just about a stretched curriculum and an additional financial
stress on the parents. It targets and enhances children’s progress and future, too.
On a separate study, Voropaev and Samburr, (2021) tested the assumption that the
readiness for professional mobility can be formed in senior high school students by combining
traditional and game forms of education. The experiment described used a three-week course
based on traditional and active teaching methods and a complex multistep business game. The
results of their experimental work give certain grounds for the conclusion that our initial
hypothesis has been confirmed. Firstly, the readiness for professional mobility can be formed
from the age of 15-17 and, secondly, a relatively compact educational program in combination
with a complex game can provide noticeable positive changes in the level of development of
this quality. The results presented in the study are initial and further studies on larger samples
are required.
In addition, de Guzman and Cristobal (2021) determined the level of readiness and
competence of the TVL-Home Economics Graduates through practical execution of skills and
knowledge in their workplaces which reflects the effectivity of the K-12 program to equipping
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MARINDUQUE STATE COLLEGE
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the mind and skills of theSchool
learners.
The study sought
to realize the extent level of employment
readiness of TVL-HE graduates as perceived by the graduates along communication skills,
conceptual sills, numeracy skills, and maturity to handle a job. Another, was to know the
significant difference between the level of employment readiness of TVL – HE graduates and
the level of competence of TVL employed graduates in the foodservice industry. The
researcher used the average weighted mean to find out the extent of readiness of the employed
respondents. Survey questionnaire is used for employed TVL-graduates which is focused on
the competence of the respondents in the food service industry using communication skills,
conceptual skills, numeracy skills, and maturity to handle a job. Analysis of Variance
(ANOVA) and Pearson were used to determine the significant difference of the level of
employment readiness and competence of the TVL-HE graduates. The study revealed that the
TVL-HE graduates have expressed very high readiness and high competence in the workplace
which implies that they are equipped to an industry which is related to the strand they took.
The significant difference between the level of TVL-HE graduates’ readiness is not significant
and competence is significant. Thus, the respondents’ competence is a factor to their TVL-HE
program and to the foodservice industry.
On a separate study, Arturo and Arturo (2020) determined the level of work readiness
of SHS graduating learners of Assumption Iloilo for SY 2018-2019 as bases for the
development of a work immersion enhancement program. The independent variables are
academic strand (ABM, HUMMS and STEM), sex (male and female) and work immersion
area. The data were gathered using a duly validated and pilot-tested researcher-made survey
questionnaire which was developed based on the review of the literature on work readiness
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MARINDUQUE STATE COLLEGE
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School
Advancedframework
Educationby O’Niel et al. (2014). The gathered
and in accordance with the
workofreadiness
data were analyzed using descriptive and inferential statistics like frequency count, percentage,
mean, t-test, Analysis of Variance (ANOVA) and Mann Whitney U-test with the level of
significance set at 0.05.Findings revealed that the learners have very good work readiness in
terms of basic academic and higher order thinking skills; and excellent in terms of interpersonal
and teamwork skills, and personal characteristics and attitudes.
Findings revealed no significant variations in the level of work readiness of the learners
were found when they were grouped according to academic strand and sex. However, in terms
of work immersion alignment a significant difference was found between learners with work
immersion in public and private organizations. In addition, the work readiness among learners
when assessed by the work immersion supervisors is very good in all aspects and no significant
difference in their perception was found when grouped according to work immersion area. The
researcher concluded that the graduating senior high school learners of Assumption Iloilo are
work ready regardless of their academic strand, sex and work immersion area. The
implementation of the proposed work immersion enhancement program is highly
recommended to address specific items where the learners are found to have the lowest ratings.
The teachers should provide more learning activities that will enhance the basic academic and
higher order thinking skills of the learners. Furthermore, the findings of the study should be
considered in the review of senior high school curriculum by the Assumption Iloilo and
curriculum makers. In addition, the school may use the work readiness tool developed by the
researcher and implement the proposed enhancement program. Likewise, the Department of
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MARINDUQUE STATE COLLEGE
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Schoolaofnation-wide
Advanced Education
Education should commission
study on the work readiness of the senior high
school graduates in order to have informed educational policies and programs.
Theoretical Framework of the Study
In the wake of contemporary requirements from employers, graduate work-readiness
either from university or vocational schools has emerged as an important criterion for
employment and has become increasingly demanded in the development of the graduate skills
and capabilities. In this regard, educational institutions have a significant influence on students'
learning. Learning activities required students to acquire knowledge, skills, abilities, and
behavior in order to compete in the demanding requirements of various industry sectors.
This study is anchored on the several theories. First is the Decision-Making SelfEfficacy (DMSE) theory created by Betz and Hackett (1981). It is in the context of careerrelated behavior taking decisions with self-belief and assurance in one’s ability to undertake
career-related behavior. It is the confidence or judgment about the graduate talents in relation
to their work conduct and professional growth and choices (Anderson & Benz, 2001).
According to Parsa, et al (2014), graduates’ self-efficacy and behavior related to decisionmaking improved when they had the required skills. The DMSE theory promotes individuals
to think, motivate, and act in a way that is consistent with their beliefs (Yoshizaki & Hiraoka,
2015). As a result, those who achieve a high level of DMSE are career-driven and often
communicate with a positive outlook (Bandura, 1993). A low DMSE restricts job
possibilities and choices (Dawes & Jackett, 2000; Malik, Malik, & Nawaz, 2022). As a
result, graduates are unable to explore their professional options since they lack self-
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MARINDUQUE STATE COLLEGE
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confidence in their talents
(Dawes,
Horan,Education
& Hackett, 2000; Fanny, 2013; & Baydas &
Elma, 2021).
Second is Career Exploration (CE), according to Johnston and Moniz-Lecce (2006),
is defined as those activities that expose students to potential professional paths and
possibilities. Professional panels, career-information workshops, library, online
searches, and volunteer opportunities are just some of the CE activities that students can
participate in. Job shadowing and tours of a job site are also included (Kanten & Yesiltas,
2021; Blair, 2012). A recent survey indicated that students are missing out on many job
chances because of the lack of CE activities (Kishor Gdeam, Mehta, & Date, 2022). As a
result of this research, it can be concluded that a strong conviction in one’s abilities and
capabilities will lead to an increase in career exploration alternatives.
Third is the Cultural Historical Activity Theory which conceptualized the
importance of Workplace by Engestrom (2001). The notion of ‘workplace’ defies
definition other than in the most general terms e.g., being engaged in an activity, not
necessarily dependent on time or place, for a consideration which may be material or
otherwise. That there are few workplaces, if any, that can be described in terms of a
single, self-contained process, to account for the interacting activity system (Engeström
& Kerosuo, 2003).
Moreover, the development of learning activities in the school and the improvement of
the curriculum in the Department of Education will help acquire this need, which focuses on
preparing students for employment after they have graduated from Senior High School (Lee &
Ravinchandran, 2019). Deming Model of Quality Management, or Deming‘s 14 Points on
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MARINDUQUE STATE COLLEGE
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of Advanced
Education total quality management (TQM) by
Quality Management, is School
a core concept
on implementing
W. Edwards Deming.
It is a set of management practices that help companies increase their quality and
productivity. There are two sets of management practices that will help an organization to
achieve a total quality output: 1.) institute or creation of training; and 2.) encourage education
and self-improvement to everyone. Training and education are necessary for achieving success
in different careers and professions. With these two practices, an individual could develop and
adopt new competencies needed by the industry sectors. The researcher conceptualized the
employment readiness of Technical Vocational and Livelihood track along with strands based
on the requirements of work industry namely: communication skills, conceptual skills,
numeracy skills, social skills, and maturity to handle a job.
Industry Work Requirements
Technological Knowledge
Human Relation Skill
Problems
Encountered
Recommendations
Behavioral Skill
Work Skill
Communication Skill
Proposed Curriculum
Modifications
Figure 1. Research Paradigm
Figure 1 shows the paradigm of the study. The inputs are the industry work
requirements which are measured in terms of competencies such as technological knowledge,
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MARINDUQUE STATE COLLEGE
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human relation skill, behavioral
skill, workEducation
skill, and communication skill. From these
competencies, gaps will be identified in a form of problems encountered by the partner industry
among the graduates. Then recommendation will be sought, this become the basis for crafting
the proposed policy on curriculum modifications in order to raise the level of readiness or equip
the graduates of TVL specialized courses to work industry.
Research Hypothesis
Null Hypothesis: There is no significant difference in the level of readiness of TVL
graduates when grouped according to strands.
Definition of Terms
To give shed to the terms and variables of the research, these are either conceptually or
operationally defined as follows:
Alignment. It is the connection or relation of work requirements of the enterprises to
the specializations of students.
Behavioral Skills. These are the abilities of the TVL SHS students to understand and
follow instructions in the work place as well as the ability to empathize, show respect, and
demonstrate understanding between and among peers.
Communication Skills. This is the ability to communicate, relay information, convey
and understand message in the work place which is one of the skills expected to developed
among TVL SHS students.
Facilities. These refer the buildings, offices, laboratories, shops, libraries, work areas,
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MARINDUQUE STATE COLLEGE
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machines and equipmentSchool
being operated
by the
industries for the use of the students in their
work immersions.
Legal Requirements. These pertain to the required documents or registration set by
the government for the enterprises to operate.
Proximity. It is the distance in kilometers of the industry or enterprise to the location
of the schools.
Readiness of TVL SHS students. It refers to the readiness of the TVL SHS students
to industry work which are measured in terms of technical knowledge, human relation skill,
work skill, behavioral skill, and communication skills.
Readiness of Partner Industry. This refers to the compliance to the legal mandates of
the DepEd for partner industry which are measured in terms of facilities, alignment,
Proximity, and Legal Requirements.
Technical Knowledge. It is the technical-know how of the TVL senior high school
students in doing the job during work immersion which has to developed among students
during work immersion.
Work immersions. It pertains to the part of the Senior High School (SHS) Curriculum
consisting of 80 hours of hands-on experience or work simulation of the Grades 11 and 12
students, wherein they will be exposed to an actual workplace setting and to enrich the
competencies provided by the school under the supervision of the School Head and the
designated personnel of the partner industries or enterprises.
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Skills. These are the
needed
competencies
of the students which are needed in the work
industry. These are measured in terms of technical knowledge, human relation skill, work skill,
behavioral skill, and communication skills.
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MARINDUQUE STATE COLLEGE
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School of AdvancedChapter
Education
III
RESEARCH METHODOLOGY
This chapter presents the methods of research and procedure which includes the
methods of research design, the participants of the study, the sampling technique, data
gathering procedures and research instrument used which further involves the construction of
the instrument, validation of the instruments, administration of the instrument, and the
statistical treatment of data.
Research Design
Mixed method of research will be used for collecting data. A mixed methods research
design is a procedure for collecting, analyzing, and “mixing” both quantitative and qualitative
research and methods in a single study to understand a research problem. A qualitative research
asks specific, narrow questions, collects quantifiable data from participants (a large number of
participants); analyzes these numbers using statistics; and conducts the inquiry in an unbiased,
objective manner. Questionnaires (with closed-ended questions or open ended but transferred
to quantitative data) are the instrument for quantitative research. Results will be analyzed
through content analysis.
For this study, the quantitative part will determine the readiness of the TVL graduates
by their partner industries in terms of industry work required skills such as: Technical
Knowledge, Human Relation Skills, Behavioral Skills, Work Skills, and Communication
Skills. The significant difference when grouped into strands/specialization will likewise be
proven which is also a part of the quantitative research design.
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Meanwhile, the qualitative
research relies
on the views of participants; asks broad,
general questions; collects data consisting largely of words (or text) from participants;
describes and analyzes these words for themes; and conducts the inquiry in a subjective, biased
manner. Accordingly, a good qualitative study design starts with the goal and objective which
is clearly stated or defined. The population or participants in qualitative research is specified
because it has only limited targets. The informative data are obtained through either interview
of focus group discussion or both. The research carefully ask question to dive deeper into each
of the information needed. Collected data are subject for thematic analysis.
For this research, the qualitative part involves the conduct of interview with the
participants as regards to their recommendations for the identified problems in order to
improve the skills of the TVL graduates and become more ready and more competitive for
work to their preferred industries. Results will then be the basis for curriculum modifications.
Research Locale
The study will be conducted in the island province of Marinduque which is located in
Southwestern Tagalog Region or MIMAROPA, formerly designated as Region IV-B. It has
six municipalities namely: Boac (the capital), Buenavista, Gasan, Mogpog, Santa Cruz, and
Torrijos. It lies between Tayabas Bay to the north and Sibuyan Sea to the south. It is west of
the Bondoc Peninsula of Quezon province; east of Mindoro Island; and north of the island
province of Romblon.
The island province is dubbed as the “Heart of the Philippines” thus, one can infer that
Marinduqueñeos are sweet-loving people. Also, the place is one of the tourist destinations in
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MARINDUQUE STATE COLLEGE
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Education
MIMAROPA region, notSchool
only because
of the beautiful
beaches and festivals but because local
and foreign tourists found Marinduqueñeos as fond and hospitable people. In fact, one of the
warmth gesture of Marinduqueñeos is the so called “putong” which is a way of welcoming and
honoring visitor, especially higher officials and other guests who have an important business
transaction in a particular agency in the province. Similarly, Marinduqueñeos have also the socalled “tubong” which is a way of honoring birthday celebrants. Even in government offices,
for instance, a retiree is given this honor or tribute. This culture makes the Marinduqueñeos
unique from other people across the region.
Specifically, the study will be conducted in selected municipalities of Marinduque
where the physical industries or establishments are located namely: Boac, Mogpog, Santa
Cruz, and Torrijos.
Population and Samples
The population of the research will come from the 31listed partner industries during
work immersion of the TVL graduates. In particular, the target respondents are the managers,
partner industries supervisors who have direct supervision with the deployed TVL graduates
during their work immersion and selected industries, establishments, or agencies staff or
employees who had served as mentors and co-workers of the TVL graduates.
All the 31 managers or partner industries supervisors will be selected as respondents of
the study. Complete enumeration will be employed in determining these samples, since there
is a little number of managers or partner industries supervisors, they are all be considered as
respondents. Meanwhile, from a total of 187 employee and staff of the 31 partner industries,
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36
GRADUATE SCHOOL
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of Advanced
Education
establishments or agency,
two from
those who
had served as mentors and co-workers in a
specified station will be considered as samples of the study through fishbowl sampling
techniques so that co workers will have equal chances of becoming the respondents of the
study. In the fishbowl techniques, names of the employees or co-workers shall be determined
and listed in a piece of rolled paper. Their names shall be drawn, two of those will be the target
samples.
Below is the distribution of the population and samples.
Strand
Home
Economics
Specialization
Bartending
Bread and
Pastry
Production
(NCII)
Senior High
School
1Matalaba NHS
2Buenavista
NHS
3Makapuyat
NHS
4Malibago NHS
5Tapuyan NHS
Cookery (NCII) Buenavista
NHS
6Landy NHS
Makapuyat
NHS
7Poctoy NHS
Tapuyan NHS
8Bagtingon
Food and
Beverages
NHS
(NCII)
Poctoy NHS
Partner Industries
Samples
Restaurant
Café Lea Hotel and Rizto Ran
Bakeries
1. Sunshine Bakery and General
Merchandise
2. Doughboys Bakeshop
3. Solomon Bakery
4. Krisna Bakeshop
5. Ermaris Bakeshop
6. Rey’s Bakeshop
7. Rejano’s Bakeshop
8. Regencia’s Bakery
9. Roby’s Cakeshop
10. Dy’s Bakery
Catering Services, Restaurants, Hotels
1. Lhiams Place Restaurant
2. Balar (10 Yr Old)
3. Nine Balconies
4. Boac Hotel
5. Zenturia Hotel, and
6. Marina Hotel
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
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MARINDUQUE STATE COLLEGE
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Industrial
Arts
ICT
School 9of
Advanced Education
Housekeeping
Balanacan
(NCII)
NHS
Tapuyan NHS
10Hupi NHS
Food
Collen’s Peanut Butter
11
Processing
Mogpog
3 Sisters Banana Chips
NCHS
Shielded Metal 12Kilo-Kilo NHS
Metal Fabrication Shops
13Maranlig NHS
Arc Welding
1. Esplana Welding Shop
14Marinduque
(NCI & NCII)
2. Joriez Glass & Aluminum Supplies
NHS
3. Aldwin Fidelino Welding Shop,
15Matuyatuya
4. Rondina Welding Shop
NHS
5. Jo Dela Cruz Welding Shop
16Mogpog
6. Insigne Welding Shop
NCHS
7. Leal Welding Shop,
8. Renz Welding Shop, and
9. Babiera Welding Shop
Technical
Drafting (NCII)
ICT -CSS
Total
9
Landy NHS
Marinduque
National High
School
Maranlig NHS
17Tigwi NHS
17
Engineering Office (LGU Santa Cruz)
Engineering Office (LGU Boac)
3
3
3
3
3
3
3
3
3
3
3
3
3
LGU Offices (Torrijos)
31
3
93
Research Instrument
Two types of questionnaire will be used for collecting data. For the quantitative part,
survey researcher made questionnaire will be the toll for gathering data. Part 1 will determine
the readiness of the TVL graduates in terms of technical, human relations, behavioral, work,
and communication skills by the partner industries managers or supervisors and co-workers.
There will be five indicators as tools to assess the readiness of the TVL graduates. A point
rating scale will be used to measure the level of readiness as follows:
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Scale
5
Very High
4
High
3
Average
2
Low
1
Very Low
School of Advanced Education
Mean Range
Descriptors
4.20-5.0
With extensive experience in the skill area; performance
exceeded the required standards.
3.40-4.19
With good experience in the skill area; performance fully met the
work immersion requirement and was able to perform the
expectations for the specific position.
2.60-3.39
With some experience in the skill area; performance met the
required standard and the student was able perform duties
with minimal supervision.
1.80-2.59
With little experience in the skill area; Performance partially met
the required standard
1.00-1.79
No experience in the skill area; performance does not meet the
required standard. Major Improvements needed.
Part 2 is a checklist that contains the problems observed by the managers or supervisors
and co-workers among TVL graduates during the time of their work immersion. There are 10
identified problems listed which are answerable by yes or no by the respondents.
Part 3 is an interview guide to narrate the recommendations of the partner industries to
address the problems and to improve the skills of the TVL graduates in order to make them
more ready and more competitive workers in their chosen industries.
Research instrument will undergo validation and test of reliability. The purpose of
establishing reliability and validity in research is essentially to ensure that data are sound and
replicable, and the results are accurate. The evidence of validity and reliability are prerequisites
to assure the integrity and quality of a measurement instrument (Kimberlin & Winterstein,
2008).
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Data Gathering Procedures
Several steps will be undertaken for gathering data. First, a permission will be sought
from the Schools Division Superintendent at the Schools Division Office (SDO) of
Marinduque for her approval to researcher to conduct the study. Second, upon approval, the
researcher will determine the availability of the partner industry to secure schedule for the
conduct of FGD. The researcher will likewise secure consent form to assure their willingness
and voluntarism as participants of the study.
Tape recorded will be used to collect data. Collected data will be transcribed and
thematically analyzed and presented in tables based on the statement of the problem posed in
Chapter 1 of this research.
Data Analyses
This mixed method research will make use of two types data analyses, statistical and
narrative. The statistical treatment will be used for computing and analyzing numerical
information which will answer problems nos. 1, 2, and 3. For SOP 1 as regards to the readiness
of the TVL graduates, descriptive statistics will be used to statistically compute the collected
data, specifically, frequency count, mean, and standard deviation. Frequency count is used to
individually count the responses based on the given rating from 1 to 5 scale in the
questionnaire. Also, mean will be used to calculate the average of the ratings given by the
respondents on the level of readiness of the TVL graduates. Meanwhile, standard deviation
will be computed to present the measures the dispersion of a dataset relative to its mean and is
calculated as the square root of the variance.
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MARINDUQUE STATE COLLEGE
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Schooldifference
of Advanced
For SOP 2, significant
in theEducation
readiness of the TVL graduates when grouped
according to strands, a non-parametric counterpart of Analysis of Variance (ANOVA),
specifically, Kruskal Wallis Test of H will be used since it is a statistical process for computing
Likert scale that present a valid comparison between three or more variables such as technical,
behavioral, human relations, work, and communication. And for SOP 3, problems encountered
by the partner industry, since this is a closed-ended question, frequency count and percentage
will be used. Ranking will be employed to statistically arranged the scores obtained.
Meanwhile, SOP 4, which determines the recommendations of the respondents will be
the qualitative part, interview guide will be used to solicit responses which will be presented
in narrative form.
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MARINDUQUE STATE COLLEGE
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School of Advanced Education
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
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MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
School of AdvancedChapter
Education
V
SUMMARY, SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
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BIBLIOGRAPHY
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14. I. Nurjanah, A. Ana, and A. B. Masek, “Work readiness of vocational high school graduates
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Appendices A. Administrative Letter
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Appendices B. Research Instrument
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Appendices C. Curriculum Vitae
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