Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

In the field of education and to the entire nation, quality and excellence of learning

is of utmost importance. It is a must that schools should produce quality graduates, who

will develop the social and economic components of nation building in order that the nation

can achieve full development and progress.

Education in the Philippines is managed and regulated by the Department of

Education or DepEd as it is commonly referred to in the country. The department controls

the Philippine education system, especially the curriculum used in schools, and usage of

funds used for further improvements, which includes the continual building of schools and

its facilities, and the recruitment of teachers and other staff, among others.

According to the Official Gazette of DepEd, the former basic educational system

of the Philippines was composed of 6 years of elementary education starting at the age of

6, and 4 years of high school education starting at the age of 12. Afterwards, one can

continue his or her education by enrolling in technical or vocational schools, or in higher

education institutions like universities. Although the 1987 Constitution states that

elementary education is compulsory, it was never put into force.

Republic Act No. 10157, or the Kindergarten Education Act, institutionalizes

Kindergarten as part of the basic education system and is a pre-requisite for admission to
 2

Grade 1. Public schools will continue to admit children who have not taken Kindergarten

into Grade 1 until SY 2013-2014

The Philippines implemented a new curriculum which started last 2012-2013. This

is the shift from Basic Education Curriculum to the new K to 12 curriculum. The said

innovation in the Philippine education has been made legally by the Republic Act 1033 or

the Enhance Basic Education Curriculum 2013. There are many innovations introduced to

the curriculum such as the extension of years spent in school. From the old disciplines to

the new one.

According to the presentation of B. Corpuz the Senior High School is two years of

specialized upper secondary education; students may choose a specialization based on

aptitude, interests, and school capacity. The choice of career track will define the content

of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the

Core Curriculum or specific Tracks.

There are seven Learning Areas under the Core Curriculum. These are Languages,

Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social

Sciences. Current content from some General Education subjects are embedded in the SHS

curriculum.

Each student in Senior High School can choose among three tracks: Academic;

Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three

strands: Business, Accountancy, Management (BAM); Humanities, Education, Social

Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).

 3

Students undergo immersion, which may include earn-while-you-learn

opportunities, to provide them relevant exposure and actual experience in their chosen

track.

By the Act of the Philippine Congress through Republic Act No. 6590 in 1972, a

school was to be established in the Municipality of Paniqui, Province of Tarlac to be known

as Tarlac National Vocational High School (now Eduardo Cojuangco National Vocational

High School) last 1981. This school as the law provided is to be under the Bureau of

Vocational Education. The same law also provides;

“That only General Curriculum with Practical Arts shall be offered in the First and

Second Year and Vocational Courses for training in occupations needed by the community

and as soon as possible to open Post-Secondary Technical Courses”.

Going along with its mandated mission of providing the community with the

technical expertise as know-how in the area of technology, the school authority is charting

out plans and sourcing resource to use in its pursuit providing ample facilities trust by the

students faculty and staff towards producing quality graduates.

Statement of the Problem

This research study attempts to find out the readiness of Eduardo Cojuangco

National Vocational High School for Senior High School.

1. What is the readiness of the TVE in terms of:

1.1 Human resources / Teachers

 4

1.1.1 Specialization

1.1.2 Competency

1.1.3 Length of Service

1.1.4 Adequacy

1.2 Human resources / Students

1.1.1 Specialization

1.1.2 Competency

1.1.3 Adequacy

1.3 Material resources

1.1.1 Infrastructure

1.1.2 Instructional materials

1.1.3 Facilities

1.1.4 Equipment

2. What are the projected needs for resources based on existing conditions?

3. What are still needed to be addressed to get ready with the coming senior

High School?

4. What action plan can be proposed to fully prepare the TVE for Senior High

School?

Significance of the Study

The result of this study will hopefully benefit the School heads and TVE

teachers and supervisors. This study would provide a clear outline of the needs and

problems of Eduardo Cojuangco National Vocational High School in terms of human and
 5

material resources used in TVE subject for better implementation of senior high school in

the year 2016-2017.

To future researchers, this study might serve as springboard for further researchers

into the other subjects included in the Secondary Education Development Program, as well

as into other areas of educational research.

Scope and Delimitation of the Study

This study is delimited to the readiness of Eduardo Cojuangco National Vocational

High School in terms of human and material resources. It is dealt specifically on the

projected needs of the school for the implementation of senior high school in Eduardo

Cojuangco National Vocational High School.

Definition of Terms

Curriculum. Is the planned interaction of pupils with instructional content,

materials, resources, and processes for evaluating the attainment of educational objectives.

This process includes the use of literacies and datagogies that are interwoven through the

use of digital media and/or texts that address the complexities of learning.

Education. In its general sense is a form of learning in which the knowledge, skills,

and habits of a group of people are transferred from one generation to the next through

teaching, training, or research. Education frequently takes place under the guidance of
 6

others, but may also be autodidactic.[1] Any experience that has a formative effect on the

way one thinks, feels, or acts may be considered educational.

Grade 11. This pertains to the student in the post-kindergarten year of school year

in the K to 12 curriculum in which the students are 16 to 17 years of age, depending on

when their birthday is.

Grade 12. This pertains to the student in the post-kindergarten year of school year

in the K to 12 curriculum in which the students are 17 to 18 years of age, depending on

when their birthday is.

Preparation. A way of preparing certain area of specialization to achieve goals

for every student

Readiness. Prepared mentally or physically for some experience or action.

School. It is an institution designed for the teaching of students under the direction

of teachers. A home of learning, it is a place where the learners enhance their skills and

achievements takes place in this institution.

Specialization. This is the act of limiting one’s study or work to one particular area,

or a particular area of knowledge.

Student. One who attends school that needs to learn knowledge and skills.

Senior High School is two years of specialized upper secondary education;

students may choose a specialization based on aptitude, interests, and school capacity.

Specialized. Designed, trained or fitted for one particular purpose or occupation.

 7

Technical. Having special and usually practical knowledge especially of a

mechanical or scientific method.

TLE. Technology and Livelihood Education (TLE) is one of the learning areas in Secondary

Education in the Philippines. As a subject in high school, it basically tackles the basic fundamentals of

technicalities that can be found in people's everyday life.

Track. The course along which something moves or progresses.

Virtual school or cyber-school describes an institution that teaches courses entirely

or primarily through online methods. It has been suggested that a virtual school is an online

learning platform offered by an educational organization whereby individuals can earn

credits in the particular area of interest which can be counted toward graduation or

advancement to the next grade.

Vocational Education. A form of education intended to provide training, to

develop skills, abilities, understanding, attitudes, working habits and appreciation, and to

impart knowledge and make progress in an employment as useful and productive basis
 8

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

In order to establish a comprehensive background for this study, a survey of related

literature and studies has been conducted and have drawn out some concepts, ideas and

data a bases in formulating approaches, formats, instruments and necessary information in

the conduct of the study.

Related Literature

The first trade training courses were offered in the Philippine School of Arts and

Trades in Manila in 1901. It was given to the primary grades 3 and 4 because the pupil

were already adults at that time.

In 1927, Vocational Act no.3377 was passed and defined the purpose of Vocational

Education; that all schools established under the act shall be of secondary grade level; that

is, that they should be less than college grade. From this law the schools were in order.

Americans supported the schools by equipping them with machines, tools and equipment.

Training materials and supplies were adequate. The trade schools were staffed with

American and Filipino teachers.

By 1946, the presumption of the educational system after WWII, the DepEd

ordered the trade schools to offer one year to two year terminal courses and to phase out

the secondary trade curriculum. The new curriculum was scrapped because parents and
 9

pupils needed a high school program equivalence. It is in 1946 after WWII, when the

American stopped their support to the trade schools that the problems in the

implementation of the vocational education started. Machines, tools and equipment,

materials, and supplies were inadequate and these weakened the implementation of

vocational education.

There were more innovations in Education , the Education Act of 1972 P.D. 6-A,

Department Order No. 20, s. 1973, Revised Secondary Education Program and again the

1989 Secondary Education Development Program. Educational reforms are ever changing

to keep up with the demands of the changing society.

Aquino, G.V. (1981) as an educator says ‘regardless of view of which the

curriculum maybe considered, the success or lack of success of that curriculum primarily

lies in the hands of the classroom teacher. In this regard, it is believed that TVE instruction

depends on the teacher’s preparation in teaching, the teaching methods and techniques,

evaluation instruments and the resourcefulness in solving problems met in instruction.

Rocco (2002) stated that the reconstructing the curriculum is part of an on-going

effort to improve the quality of learning. There is focus on the basics of improving the

literacy and numeracy while inculcating values across learning areas to make it dynamic.

Change is the only permanent thing, the Department of Education must open its mind and

strive to do things better. The quality of what the students learn depends on how teachers

and students operationalized the curriculum

 10

Angara (1995) Man power development is the top most concern of every sector of

society. Thus, vocational education should be given more focus. It is for this reason why

the Presidential Commission on Education has given priority to the retooling of manpower

to meet the demand for trained manpower.

Azubuike (2012) added that Vocational/Technical education subjects ought to

attract many students because of its laudable importance but reverse has been the case. The

reason for this probably was due to people’s perception that it does not require specialized

kind of training. The students have the feeling that even if one was at home he or she can

acquire the necessary skills like Cooking, farming, masonry, etc. without formal training.

People are ignorant of the importance of the vocational subjects which could help

male and female students receive formation and were able to work solution to problems.

Also, it enables the students to acquire skills, abilities essential for independent life met up

with personal and family needs more especially in this economic difficulties.

According to Clikeman (2000), “Just because you have a classroom full of students

who are about the same age doesn’t mean they are equally ready to learn a particular topic,

concept, skill or idea. It was important for teachers and parents to understand that

maturation of the brain influences learning readiness. For teachers, this was especially

important when designing lessons and selecting which strategies to use.”

She added that all children need to be challenged and nurtured in order to profit

from your instruction. Instruction that was above or below the maturity level of a child’s

brain was not only inappropriate; it can lead to behavior problems in your classroom.

Inappropriate behaviors — avoidance, challenging authority and aggression towards other

 11

students — can be explained by a failure to match instruction to the brain maturity of your

students.

Furthermore, she stressed that all brain functions do not mature at the same rate. A

young child with highly advanced verbal skills may develop gross and fine motor control

more slowly and have trouble learning to write clearly. Another child may be advanced

physically but not know how to manage his/her social skills. Others may be cognitively

advanced but show emotional immaturity.

If teachers are asked, (Berg, 2007) what was the most important student

characteristics associated with successful studies, they usually mention traits such as

attitude, motivation, and genuine interest. Similarly, questions about the importance of

attitude (Dalgety et al., 2003), and of motivation (Covington, 2000) have been investigated

by many educational researchers.

According to Dunn and Dunn (1972), a student contract “should be a part of every

dynamic educational program,” and as a powerful teaching tool it should stimulate

individualized learning (p. 31). They also stated that “individualized instruction is the one-

on-one relationship between a student and what he learns” (Dunn & Dunn, 1975, p. 5).

One of my reasons for selecting the Dunn and Dunn model for the learning contract used

in my case study was their idea of individualized instruction. This instructional tool gave

the students more opportunities to be actively involved in the educational process, and it

enabled the teacher to offer a variety of learning opportunities for the mixed-ability

students. The learning opportunities changed with the types of assignments, the

availability of resources for hands-on activities, enrichment activities, and review activities

for reinforcing curriculum concepts.

 12

Edward et al. (2002) made a literature review on Attitudes to Vocational Learning

and found out that females are more likely to continue with formal education and this

applies to both higher and further education. However, the rate of entering higher

education has declined slightly for both males and females; the rate for those entering

further education has increased slightly for both genders.

In NCR, 25 out of the 51 teachers taught TVE subjects. As part of the Philippine

government’s effort to enrich TVE in secondary program in the country, the DepEd tapped

the Southeast Asian Ministers of Education Organization Regional Centre for Educational

Innovation and Technology (SEAMEO INNOTECH) Research Studies Unit (RSU) to

conduct a survey on Technical-Vocational high schools (TVHSs) in the Philippines,

school year 2007-08 in order to: determine the condition of public Technical-Vocational

high schools in the country; develop regional and national profiles of Technical-

Vocational high schools for policy development; and to recommend strategies, policies,

and programs that will help reform the sector.

Hersherson ( 1996) Vocational development may be conceived of as a decision-

making process which creates 2 trends: narrowing the range of possibilities, and

strengthening the possibilities which remain. Through the successive refinement of these

trends, events are experienced, construed, and acted upon until a career choice was arrived

at. The steps through which these trends are produced and operate are outlined. Research

on factors which influence the decisional process was needed; the possible factors of

information and commitment, and implications for counseling practice are suggested.
 13

Cooper (2000) in his incubator organizations and other Influences on

Entrepreneurship” said that more than entrepreneurial spirit and traits are necessary in

increasing the success of any successful venture. If the total environment provides a

conducive atmosphere, success in the entrepreneurial venture is possible.

To improve the quality of education and to help the Philippine economy, one

strategy is to establish linkage between vocational school and Technical Advisory

Committees (TAC’s) Bautista (1992) pointed out the following objectives of TAC’s; 1.) to

link school and industry in developing more relevant and appropriate programs of

instruction in order to improve the responsiveness of vocational schools and state

universities offering technical courses and training center in supplying the man power

development and contribute to the long term economic growth of the country. \The

implementation of senior high in the curriculum is one of the best ways to suit in the

economic trends.

The 12- year pre-university education has become the international standard. In

2012, the DepEd started to implement the K-12 education system. The high school from

the former system will now be called junior high school, while senior high school will be

the 11th and 12th year of the new educational system. It will served as a specialized upper

secondary education. With the senior high school, students may choose a specialization

based on the aptitude, interest and school capacity. The choice of career track will define

the content of the subjects a student will take in Grade 11 and 12. Senior high school subject

fall under either the core curriculum or specific tracks.

 14

There are seven Learning Areas under the Core Curriculum. These are Languages,

Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social

Sciences. Current content from some General Education subjects are embedded in the SHS

curriculum.

Each student in Senior High School can choose among three tracks: Academic;

Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three

strands: Business, Accountancy, Management (BAM); Humanities, Education, Social

Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-learn

opportunities, to provide them relevant exposure and actual experience in their chosen

track.

Technical Vocational Education (TVE) is an important part of the educational

structure and plays a major role in developing a flexible a well – educated work force to

address current and emerging industry and labor – market needs.

By the Act of the Philippine Congress through Republic Act No. 6590 in 1972, a

school was to be established in the Municipality of Paniqui, Province of Tarlac to be known

as Tarlac National Vocational High School (now Eduardo Cojuangco National Vocational

High School) last 1981. This school as the law provided is to be under the Bureau of

Vocational Education. The same law also provides;

 15

“That only General Curriculum with Practical Arts shall be offered in the First and

Second Year and Vocational Courses for training in occupations needed by the community

and as soon as possible to open Post-Secondary Technical Courses”.

A serious problem came with the presentation of Fr. Onofre G. Inocensio, Jr., SDB,

Superintendent of Don Bosco Schools and TVET Centers, on “Implementing the SHS –

Tech-Voc Track.” All know that the Don Bosco schools are long-time recognized experts

in technical vocation educational training. Basically, Fr. Inocensio explained that the

senior high school “core curriculum” requirement is so heavy that there would be no time

to develop the hands-on skills in the students that such as the manufacturing industry

requires. There is adequate time to train manicurists and pedicurists, but shall these

provide the skills necessary for industrial development of the nation. Within the time-

constraints of the senior high school, Fr. Inocensio’s thesis is that it is not possible to truly

develop the multi-skilled students needed for industry. He confirmed his thesis in recent

dialogues with industry: what is important is not that the student has gone through a

required number of hours in vocational training, but that the student actually have the skills

required by industry. His solution: for the Don Bosco schools, they will focus on teaching

the skills as required by industry, using skilled teachers and the industrial machinery and

equipment required to impart them, and insure thereby that the student be employed. To

do so they will set aside the DepEd requirement of the core curriculum. Once employed –

without having graduated from senior high school! – the student will be given the

opportunity to come back to school and finish the academic requirements that might also

qualify him for college.

 16

For the K-12 program, however, this position is disastrous. The K-12 program was

precisely supposed to either prepare students for gainful work after basic education or

prepare students for college. The either/or has become a both/and. It intends both to equip

the students with the skills necessary for gainful employment and to prepare them for

college within the same time constraint. And because the designers are all college

graduates with PhD’s from the best of higher educational intentions, but without the

experience of training students in handling a lathe or a welding machine, we now have a

policy which has effectively shut out meaningful skills development in favor of pre-college

preparation. The K-12 program has been reduced thereby to pre-college preparation whose

“core curriculum,” according to Mr. Elvin Uy, will prepare the student for college

according to the College Readiness Standards of the CHED.

Going along with its mandated mission of providing the community with the

technical expertise as know-how in the area of technology, the school authority is charting

out plans and sourcing resource to use in its pursuit providing ample facilities trust by the

students faculty and staff towards producing quality graduates.

Related Studies

A. Foreign

Kerr (2009) presented innovative curriculum development and implementation

process. She identified bench marks of best practice in relation to curriculum such as; the

process of profiling the knowledge, understanding, values and skills necessary for the next

century.
 17

Barker, Wendel, and Richmond (2009) provided a similar but more exclusive

definition of a virtual school as “one that offers the mandated provincial instructional

program to students through web-based means (i.e., computer-mediated and online via the

Internet” (p.2). In the full description, Barker et al. stated that a virtual school was one

where students were enrolled full-time in the virtual environment. According to this

definition, most statewide virtual schools (such as the Florida Virtual School (FLVS)) and

the longstanding Virtual High School Global Consortium (VHS) only provided virtual

schooling opportunities, but were not virtual schools. Within the literature, Clark’s

definition has been generally accepted

Barbour and Reeves (2009) classified virtual schooling literature as outlining the

benefits of virtual schooling or describing the difficulties or challenges of virtual schooling.

They argued that the benefits could be divided into five main areas: expanding educational

access, providing high quality learning opportunities, improving student outcomes and

skills, allowing for educational choice, and achieving administrative efficiency.

Roberts (2005) summarized the primary purpose of vocational education as

follows ;(1) to determine worthwhile values for immediate personal and home living; (2)to

achieve a wholesome personality and satisfactory personal and social relationships; (3) to

discover the student’s needs, interest and capabilities as related to home and family

resources to achieve the desired goals in home and family living.

Amedorme (2013) studied the challenges facing technical vocational education he

emphasized that the technical school is a place to acquire practical knowledge and hands-

on experience in addition to the basic theory in the chosen field of specialization. Technical
 18

vocational education affords an individual a chance to acquire practical knowledge and

requisite skill training needed in the job market or for immediate self-employment.

Patrick, S.(2009) concluded in his study that the learning has the potential to

transform teaching and learning by redesigning traditional classroom instructional

approaches. The research shows the promise for online learning as an effective alternative

for improving student performance across diverse group of students

Mays (2008) greatly emphasized the importance of having qualified teachers in the

field of teaching and he said; the success of any program of vocational, educational or any

specialized course of instruction is conditioned by the ability of the teacher to teach. If

there is failure at this point the whole structure fails. Hence the selection and preparation

and supervision of vocational education. The problems of selection, preparation differ

somewhat in the different year levels and kinds of vocations for which trainings are given.

Many definitions of school readiness can be found in the research literature. For

some, school readiness relates to students’ cognitive abilities (Nobel, Tottenham, & Casey,

2005). For others, readiness is more related to maturational, social, and emotional domains

of development (Ray & Smith, 2010) or to whether or not students have the tools necessary

to work effectively in a classroom setting (Carlton & Winsler, 1999). For the purposes of

this study, school readiness was defined as students and teachers preparedness for what

they are expected to know and do in academic domains and processes of learning when

they enter the senior high setting.

Carnevale, et al., 2010; (Alliance for Excellent Education, 2009).College and

career readiness has become a key priority for the K12 education community and the nation

at large. The increasingly competitive global economy makes it imperative that more
 19

students enter career fields that enable higher wages and greater potential for growth, but

institutions of higher education and the business community have long expressed concerns

about the inadequacy of a traditional high school education in preparing students for the

postsecondary education or training necessary to succeed in these careers.

All vocational teachers must be masters of the vocation they teach. It is also

important that they be skillful in the techniques of teaching and be able to develop in the

learners the desirable vocational attitudes.

B. Local Studies

Sison (2011) conducted a study about The Specialization Courses Offered for

Livelihood Program in Lipanto National High School. He concluded that that the

effectiveness in terms of application of what the learners have acquired during the training

course and its application in turn is affected by various factors, the most important of which

is organizational framework and climate with in, to apply the ideas learned from the course.

He furthered emphasize that training is not transferred until it is well integrated and

successfully applied in a given job for which it was intended.

The study of Pala (2012) described the industrial arts institution in San Clemente

District of Tarlac. One of the significant aspects he considered was the trade testing of

grade six pupils along the industrial arts component of EPP in the district. His objective

was to determine whether the grade six pupils were ready for their secondary training in

TLE. The Trade test was patterned after the STEP competition. The result revealed that a

great majority of the respondents had approaching proficiency performance and few were

under the proficient performance category.

 20

The study of Facun (2011) was about skills performance of grade six pupils in

Edukasyong Pantahanan at Pangkabuhayan in San Jose District of Tarlac. He tried to

describe the performances of the pupils along the three core areas of EPP which are

Agriculture, Home Economics and Industrial Arts. He determined a trade test which was

patterned after the STEP competition. The study revealed that the pupils were proficient in

Agriculture and Industrial Arts while in Home Economics their performance fell under the

developing proficiency category. He concluded that instruction delivery in Agriculture and

Industrial Arts was strong; while in Home Economics, it was categorized as weak.

The present study and the studies of Pala (2012) and Facun (2011) are similar

because the three studies dealt with identifying the proficiency level of the students on

different special skills in line with TLE. However, the three studies are different because

the local studies dealt with determining whether the grade six pupils were ready for their

secondary training in TLE while the present study dealt with the identification of the Grade

9 students Technology and Livelihood Education specializations vis-à-vis school’s

preparation for Grades 11 and 12.

On the other hand Talambayan (2008) entitled “Readiness of General High School

in the Implementation of Technical-Vocational Program in the Division of Laguna: Inputs

to Skill Development Training Model”, insists in his salient findings that in terms of level

of readiness as to managerial skills particularly in planning, the school heads and the

teachers are in agreement and that the school heads involve their staff in policy formation

regarding the implementation of technology instruction. In terms of physical plant and

facilities specifically adequacy of Technical-Vocational textbooks and manuals, adequacy

of school buildings and workshop, an implementation of computer technology to become

 21

competent to handle classes involving electronic devices like computers it was revealed

that there are inadequacies on the level of preparedness as perceived by the respondents.

In the study of Talambayan (2008) and the present study are similar because both

studies dealt with Technical-Vocational programs. However, the local study is different

from the present study because it dealt with the readiness of the students while the present

study dealt with the Grade 9 students Technology and Livelihood Education specializations

vis-à-vis school’s preparation for Grades 11 and 12

From the view of Arnedo (2004) it is said that in order to improve the vocational

teacher ‘s teaching techniques he would give greater attention to the developmental stages

of a student during which he should be exposed in a formal way to different learning

materials. He should provide educational stimulation when the student in ready to profit

from it and when it adds to the joy of learning as well as to its effectiveness. He should

consider the psychological value to the learner in having the ideas presented in a sequence

that will enable n him to understand. It is within this purview that teaching techniques be

developed by any vocational teacher in order to ‘‘put over’’ the subject matter to the

learner.

Casasola, C. (2006) Conducted a study about Technical Skills, Behavioral

Response and Academic Performance of Secondary Vocational School, she concluded that

higher learning was mandated to produce graduate who will not only perform well in

academics but also in the development of their technical skills. It is hoped that these

graduates will be managers or skilled technicians in their respective fields of specialization.

 22

Conceptual Framework

This study is based on the concept to find out the readiness of Technical

Vocational Education (TVE) teachers for Senior High School in Eduardo Cojuangco

National Vocational High School, school year 2014-2015. This study is determined to

allow administrators to develop a definite plan of action or a program on the

implementation of Senior High School at Eduardo Cojuangco National Vocational High

School
 23

 Attainment
of objectives
 Application of better
 Teacher’s/students
methods
readiness in terms of
 and techniques
the following:
 Adequacy
 Specialization Action Plan
of instructional
 Level of competency
materials,
 Adequacy of tools,
 Facilities, tools and
equipment
equipment projected
 and other facilities
needs for resources
based on existing
condition

Problems Encountered

Paradigm of the study

 24

Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents the methodology, population, instrument and the statistical

tools used in this study.

The Research Design

This study is a descriptive survey technique. It is descriptive because the data

gathered were presented as they had been actually existing.

In gathering the data needed, a questionnaire checklist is prepared. Informal

interview and observations were also availed by the researcher herself to identify the

readiness of the school for the different specializations in TVE for Senior High School.

After the projected needs for human and material resources were identified, insights

for the further improvement of the school preparations will be proposed. Finally, the

implication of the study to Technical Vocational Education will be realized.

The Population of the Study

The subject of the study is the Eduardo Cojuangco National Vocational High

School with 63 teachers and 200 grade 10 students for the school year 2015-16.
 25

Method of Research

The researcher will use documentary analysis to determine the readiness of

ECNVHS in different fields of specialization in TVE and to describe the preparations of

the school in relation to the TVE specializations being offered for Senior High School.

Data Gathering Procedure

The researcher will ask permission from the school principal to have an access to

the documents regarding the fields of specializations being chosen by the students in Grade

9 and regarding the preparations of the school in relation to the specializations offered in

the school for Grades 11 and 12.

Statistical Treatment of Data

The primary instrument used for this study is a questionnaire checklist. Simple

frequency counts and percentages will be used in the study. It made use of the descriptive

approach in the presentation of the data. Tables and figures will be utilized to give the

reader a comprehensive picture of the gathered data and information. The data gathered

will ensure their validity and reliability.

After each questionnaire is collected, tabulations of raw data were made in a

frequency distribution matrix. Percentage and mean values are computed .Tables were

constructed showing the items, frequency, counts, percentages and mean values.

The criterion used in interpreting and analyzing the collected data was the data

weighted mean.
 26

To get the percentage of the frequency distribution, the given frequencies were

divided by the total number of frequencies distribution, the given frequencies were divided

by the total number of frequencies or number of population and the quotient was then

𝑓
multiplied by one hundred (100). The formula is 𝑃 = 𝑁 × 100 (Viscara, 2003).

𝑓𝑥
To get the weighted mean, the formula was 𝑋 = .
𝑁

Where:

𝑋 is the weighted mean

𝑓 is the frequency

𝑥 is the weight of the score

𝑁 is the total number of respondents

 27

BIBLIOGRAPHY

A. BOOKS
Kerr, D. (2009). Reforming Curriculum and Pedagogy. A New Fous on
Outcomes” (Education Department of Western Australia, Austria
Roberts, Gerald (2005). “ The Development of a Wordworking Curriculum for
Students at Prathom Suksa” Education , Queensland , Australia
Mays William (2008). “ Reinventing the School Curriculum for the 21st Century:
The Malaysian Experience” Ministry of Education, Malaysia
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Classrooms. Alexandria, VA: Association for Supervision and Curriculum
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Berg. (2007). Guide to the Successful Thesis and Dissertation: A handbook for
Students and Faculty, (5th Ed.) New York MA: Marcel Dekker, Inc.

Edward et al.. (2002). Exploring Technology and Livelihood Education. Philippines

Manila: Rex Book Store.

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of Secondary Education. Pasig City MA: DepEd Central Office

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Arnedo, Marcos R. March 2004. The Status of Practical Arts Program in
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University.
Sison, Larry T., The Specialization Courses Offered for Livelihood Program in
Lipanto National High School, Unpublished master’s Thesis, Baguio
Central University
Casasola, Ma Criselda M. (2006). Technical Skills, Behavioral Response and
Academic Performance of Secondary Vocational School, University of
Nueva Caceres, Naga City.
Aquino,G.V (2003). Level of Awareness and Attitudes of Students Towards
Environmental Issues.”
 28

Barbour. M. (2009). Examining student achievement in virtual schooling.

Education in Australia

Mays, J. (2008). A comparison of constructivist and traditional instruction in Technical

Vocational Education.. Educational Research Quarterly. State University of New
York, Albany, NY.

Sison S. (2011). Specialization courses offered for Livelihood Program in Lipanto Nation
High School.. University of Nueva Caceras, Naga City.

Facun, M. (2011). Performance of grade VI pupils I EPP in Sn Jose District of Tarlac.

Tarlac State University, Tarlac City

Robert, E. (2005). A Constructivist Approach to Experiential Foundations of Vocational

Education. Queen’s University, USA.

Montebon, Daryl T. K12 Program in the Philippines:Students Percepcion on its

Implementation Philippine Normal University

Tapang, Godofredo C. (2012) Gains acceptance, Survey Shows Retrieved from

http/www.interaksyon.com/ article/ K12-gain- acceptance

D. NETWORK LINKS

Concept to Classroom: A Series of Workshops (n.d.). Retrieved from

http://www.thirteen.org/edonline/concept2class/constructivism/index.html

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http://www.academicjournals.org/ERR

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from www.k-12prep.math.ttu.edu

http://taborasj/ Just another WordPress.com site

http://www.tesda.com – TVE Curriculum Guidelines
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http://www. k12educationsystem.com - Improving K-12 Education In The
Philippines
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