Practical BACK UP

SAINT THERESA COLLEGE OF TANDAG, INC.
Cor. Magsaysay & Quezon Sts., Brgy. Dagocdoc

Tandag City, Surigao del Sur
The Competency Of The
Grade 12 TVL Students of Saint Theresa College
_____________________________________________________________
A Research Presented to the Faculty of
Saint Theresa College of Tandag, Inc.
________________________________________________________
In partial Fulfilment of the Requirements for Grade 12 Senior High School in
Practical Research 2
_____________________________________________________________
Presented by:
Demello, Jerico A.
Estrada, Kenneth A.
Fernandez Jr., Ralph A.
Gardigo , Jovani Apilido S.
Bengcolado, Weddie Mae J.
Gardigo, Alona E.
Llemit, Carine S.
Tecson, Aljen Mae O.
TABLE OF CONTENS
Title page
Acknowledgement
Table of contents
Chapter-I RESEARCHER INTODUCTION
Background of study
Theoretical Conceptual Framework
Statement of the Problem
Scope and limitation of the study
Definition of terms
CHAPTER -II REVIEW OF RELATED LITERURE
Related studies
Related literature
Insights Gained
CHAPTER –III RESEARCH DESIGN AND METHOLOGY
Research Design
Research Setting
Research Materials
Gathering Materials
Data Gathering Procedure
CHAPTER 1
THE PROBLEM AND ITS SETTING
Background of the study
Student’ competencies and school preparedness and their relationship
to global employability. Inputs to Senior High School Development the
Program TVL track preparedness, senior high school, TVL competencies,
global employability. To highlight its worth in the K-12 curriculum, the
Department of Education (DepEd) has formed a Technical Vocational unit in
the Bureau of Secondary Education. For them, this unit needs strengthening
as one of the three key strands that will prepare high school graduates by
arming them with skills for employment.
Contrary to what most people think, the K-12 program trains students
in joining the workforce as early as 7th grade. The TVL or Technical
vocational livelihood education in senior high school follows the rules of the
Technical Education and Skills Development Authority or TESDA. This will
allow the students to earn a national certification (NC2) required by the
industry. In Grade 11, the student pursues the chosen specialization course
he or she chose in 9th grade. This allows him to get at least an NC Level I or
II (NC I or II) based on the TLE course he chose.

Graduates or incoming Grade 12 students will study core compulsory
subjects and a required specialty. They can choose from the three main
tracks such as Academic, Technical–Vocational-Livelihood (TVL), and Sports
and Arts. If the student picks the TVL track as specialty in senior high school
or SHS, he/she will continue the course he/she studied in grade 11 until they
graduate. This will allow him/her to earn NC II that he/she can use as
credentials in applying for a job if he/she wants to work after SHS graduation.
Yet if the student will study further, he/she can pursue the TVL track and earn
a bachelor’s degree in a related field. If you are really not sure if you will be
able to pursue any degree after Senior High or if you want to earn money
immediately after graduation, then this track is for you. Even without college,
Technical-Vocational-Livelihood track will equip you with job-ready skills in the
future.
This track also invests primarily on skills that can gain you requisite
COCs (Certificates of Competency) and NCs (National Certifications) which
would be essential when looking for better career opportunities in agriculture,
electronics, and trade. This is also important when applying abroad where the
skills you gain would prepare you as you join the workforce.
Also, according to the ( Department of Education, the TVL
specializations may be taken between Grades 9 to 12. Exploratory Subjects at
40 hours per quarter are taken during Grades 7 to 8.
Theoretical Framework
This study is all about the guiding and it was the socialization of the
theoretical framework. Socialization was defined by Merton, Reader, Kendall
as “the processes through which a person developed a sense of professional
self, with characteristic values, attitudes, knowledge, and skills, which
governed his/her behaviour in a wide Leadership in Administration of
Vocational and Technical Education.
Wenrich, Ralph C.; Wenrich, J. William A volume in the Merrill Series in
Career Programs, this book is an attempt to analyze and interpret changes in
vocational and technical education and the public attitude toward it, and to
suggest ways in which administrators might use this information in planning
and operating programs that prepare youth and adults for employment and
help to maintain employability. In Part One, particular emphasis is given to the
classic relationship issues regarding: general education and specialized
education; liberal arts and vocational education; practical arts; occupational
preparation; the emerging career education model, which culminates in
vocational education; policy-making process. Part Two provides an overview

of administrative theory and deals with key subjects of organization,
leadership, and decision-making and their relationship to institutions providing
specialized occupational education. Part Three examines administrative
structures and functions for delivery of vocational education from the point of
view of specific problems likely to be encountered by vocational education
administrators. The concluding section deals with some of the critical issues in
administration of vocational and technical education which remains to be
solved.
Accountability, Career Education, Curriculum Development, Decision
Making, Educational Administration, Educational Policy, Employment,
Evaluation, Facilities, Instruction, Leadership, Policy Formation, Program
Development, Student Development, Supervision, Technical Education,
Vocational Education.
The Technical-Vocational-Livelihood Track of the Senior High School
Program of Riverside College, Inc. provides intensive and extensive training
for the learners. The school’s inclusive environment encourages students to
optimize their potential to be the best in their chosen fields. The school
provides learning opportunities to develop confidence and independence in
acquiring 21st Century competence and skills. At Riverside College, we value
an environment that encourages collaborative learning which is crucial in the

21st Workplace. We emphasize the importance of values as these are crucial
in the students’ personal and professional lives. To extend the program’s
thrust on experiential learning, we sustain a productive partnership with the
related industries to let the students have hands-on experience and to let the
students acquire necessary skills for their future workplace. Moreover, the
specialized subjects of the TVL Track guarantee competency-based training,
and these subjects include institutional assessment in preparation for national
competency assessments. Hence, helping the students earn their National
Certificate Level II after graduation. Competent and supportive teachers
continually work hard to safeguard positive relationship in the school’s
community. We are engaged in deeply enriching the students’ skills,
knowledge.
Input Process Output
The competitiveness
of the Grade 12
PROFILE OF THE students in terms of:
STUDENTS  Use and Maintain
Hand Tools
 Use of Tools  Equipment and
 Grade level  Perform Paraphernalia
 Age Measuration  Read and
 Section and Calculation Interpret Manuals/
 Gender  Practice Specification
Occupational  Personal
Health and Entrepreneurial
Safety Competencies
Procedures  Environment and
Market
Figure 1. Schematic Diagram of the study

Conceptual Framework
The department of education recognize that the competency is very
high quality just like different kinds of courses like electronics, cooking,
refrigeration and air condition. The Technical-Vocational-Livelihood Track of
the Senior High School Program of Riverside College, Inc. provides intensive
and extensive training for the learners. The school’s inclusive environment
encourages students to optimize their potential to be the best in their chosen
fields. The school provides learning opportunities to develop confidence and
independence in acquiring 21st Century competence and skills.
We emphasize the importance of values as these are crucial in the
students’ personal and professional lives. To extend the program’s thrust on
experiential learning, we sustain a productive partnership with the related
industries to let the students have hands-on experience and to let the
students acquire necessary skills for their future workplace. Moreover, the
specialized subjects of the TVL Track guarantee competency-based training,
and these subjects include institutional assessment in preparation for national
competency assessments. Hence, helping the students earn their National
Certificate Level II after graduation.

Competent and supportive teachers continually work hard to safeguard
positive relationship in the school’s community. We are engaged in deeply
enriching the students’ skills, knowledge, and attitudes of the students to
produce Senior High School graduates who are ready for employment and for
college education.
Statement of the problem:
1.) What is the profile of the respondents in terms of:
1.1 Grade level
1.2 Age
1.3 Section
1.4 Course
1.5 Gender
2.) To what is the competitiveness of the students in terms of
1.1 Actual examination
1.2 Academic Performance
1.3 Skills and Knowledge
1.4 Desired specific course
4.1.1 Welding
4.1.2 Cooking
4.1.3 Automotive mechanic
4.1.4 Electricity
3.) Is there a significance relationship between the variables in sub-
problems and those on the study

The identification of a problem to study can be challenging, not
because there's a lack of issues that could be investigated, but due to the
challenge of formulating an subject-problem and those of sub- problems
4.) What are the problems of educational of the study?
through an examination of the de-silencing of education in the past
decade or so, and its recent re-silencing, the authors conclude that, with all
the problems that might be identified that pertain to educational research and
to faculties of education, the most significant might well be a failure of
research imagination.
5.) What is the level of competency of the students of STC?
The competency based education approach allows students to
advance based on their ability to master a competency skills, knowledge and
abilities at their own Pace.

Scope and Delimitation
This study confined in determining the relationship between the
technical skills and the academic performance of the students in Grade 12
student provide masters in different sides of courses like the Home
Economics track offers various specializations that can lead to livelihood
projects at home. This strand aims to give you job-ready skills that can help
you in finding the right. This Order provides for the amended Qualification
Standards for the SHS teaching positions in the Technical-Vocational-
Livelihood (TVL) track.
It also clarifies specific provisions of the previously issued guidelines
on recruitment, selection, and appointment of SHS teachers in all public
SHSs, particularly on the professional eligibility and documentary
requirements as well as the application and appointment procedures.
employment.
Technical Livelihood Education subjects under this track are following
the TESDA curriculum so if you are thinking of taking any of technical-
vocational courses, this is the strand you should take. Industrial Arts will
provide you the skills and knowledge on carpentry, automotive servicing,

driving, electronics repair, electrical installation, welding, plumbing, and tile
setting.
Limitation of the study
The research has reached the importance of this study, and there are
some unavoidable limitations. First because of the time, this research was
conducted only here in Saint College Inc. How competence the students here
in Saint Theresa College must specially in grade 12 students and I know that
all the many of the students get the high quality of competency.
Definition of terms:
 Contractual - refers to an appointment issued to an appointee to a
teaching position who shall teach specialized subjects in secondary
education on a part-time basis.
 Provisional- refers to an appointment issued to an appointee to a
teaching position who meets all the requirements of the position
except the Eligibility but only in the absence of a qualified eligible
actually available who is willing to accept the appointment
 Contrary - perversely inclined to disagree or to do the opposite of
what is expected or desired
 Acquiring - learn or develop (a skill, habit, or quality)
 Pertain - be in effect or existence in a specified place or at a specified
time
 Pace - walk at a steady and consistent speed, especially back and
forth and as an expression of one's anxiety or annoyance
 Specialty -
 De- silencing -
Chapter II
REVIEW OF THE RELATED LITERATURE AND STUDIES
This chapter shows the review of the related literature
RELATED LITERATURE
Foreign
The study is a review of the literature on the basic education (k-
12) curriculum specifically the senior high school (SHS)
of the Japan, and the US. Results of the review show that
the SHS curriculum is intended to prepare students to enter into
college/university or to work in the industry or be an entrepreneur. The SHS
program is the last level in all basic education programs of the countries
reviewed.
The Philippines has a clearer model with at least four tracks
(academics, tech-voc, sports, arts & design) and at least ten strands. Japan
has two tracks in academics and tech-voc. The US basic education system
varies from state to state, similar to its SHS curriculum. There is no definite
track as this is left to individual state and their school districts to decide. There
are purely academic, tech-voc and other types of schools. The majority of
those who choose academic track are a student who plans to proceed to
college. There is still a stigma in selecting tech-voc and other courses as this
are seen by many as the course for poor performing/problematic students.
The enrolment in tech-voc schools in the US is declining despite the surge of
demand for skilled workers. In the three countries, the availability of qualified
teachers is still an issue. This situation is very real in the Philippines as it
started the SHS program in June 2016. Other problem includes the need to
construct a huge number of classrooms and facilities.
All of these are currently being addressed too by the government. It
would be helpful to scan those studies to gain a better understanding of what
factors might be contributing to the development of Technical Education and
the process of state building. The approach of classical behaviourist theory
shows that it does not adequately address a full range of learning needs,
which constructivist theory may address in a more comprehensive way. New
studies have shown that Technical Education and the evolution toward higher
technology in the workplace continue to advance. Peter E. Doolittle
Constructivism: The Career and Technical Education Perspective. Journal of
Vocational and Technical Education Volume 16, Number 1, 1999 accessed in
December 9, 2011 Federal support for Technical Education must be on the
redoubling of efforts to increase the links between not only academic and
occupational skills development, but also between businesses and education.
UNESCO has held group discussions with TVET Technical and Vocational
Education and Training with members from developing countries to better
integrate TVET programs.
As a matter of urgency, attention should be paid to Technical
Education due to both its impact on society as a whole and its influence on
the process of state building.
It has focused on providing learners with the skills and knowledge needed to
successfully transition to the workplace. The present vocational-technical
education system in the United States is broad and complex, spanning many
grade levels, subject areas, and educational institutions. In the late 20th and
early 21st centuries the system also has evolved from being initially focused
on entry-level job preparation to include adult retraining programs, college
preparatory coursework, postsecondary options and programs, and many
other options. This complexity is confounded by the broader educational
system in the United States, which leaves decisions regarding vocational and
career and technical education programming largely to each of the states.
Despite these challenges, vocational and career and technical education
continues to be a key component of the overall education system in the
United States. In addition, with the rapidly changing context of work and the
need for a skilled, adaptable workforce, the US vocational and technical
education system will continue to hold a vital role in the US economy.

Vocational education, referred to in many other countries as technical
vocational education and training (TVET), also plays a significant role in
educational systems across the globe. In many countries TVET has a more
centralized focus than in the United States and does not have to contend with
the different state structures found in the United States. In developed
countries such as Australia, Germany, Great Britain, and South Korea, TVET
is a key to economic prosperity, while in developing countries TVET is seen
as a key to economic self-sufficiency. often called a voc-tech school, is a high
school in the United States and Canada designed to bring vocational and
technical training to its students. Proponents claim that students bound for
college may be able to use such skills to realize a distinct educational
advantage over other students in their major. Additionally, vocational-technical
schools often provide training to adults from the surrounding communities.
The training, offered for a cost, may range from a single course to an entire
program of ten or more courses. Vocational-technical schools are licensed,
registered, or accredited like any other high school
Local
The Home Economics track offers specializations that can lead to
livelihood projects at home. This strand aims to give you job-ready skills that
can help you in finding the right employment. In home economics, students
develop an understanding of the factors that influence the well-being of
individuals and families within the home and community and of the actions
people take to enhance and sustain those environments. In the Philippines
the TVL strand have many to offer just like Subjects in the Home Economics
can also lead to National certifications based on TESDA standards. You will
be taking up courses on barbering bartending beauty care, bread and pastry
caregiving cookery dressmaking food and beverage housekeeping tourism
and handicrafts among others
In the context of food and nutrition, students evaluate current issues
and theories of nutrition, identify and reflect on factors that influence people’s
choices and behaviours, and use this knowledge to make informed decisions.
Through the processes of selecting, preparing, cooking, and serving
food, students develop their creativity and experience a sense of
accomplishment. At the same time, they develop personal and interpersonal
understandings and skills that contribute to well-being.
Related studies
This study examined the skills and knowledge of the grade 12 students
TVL students and their master courses, Some vocational-technical schools
are full-time. Not only do they provide vocational and technical training, but
they also provide traditional academics that students would typically receive
during high school, all within one school district or building. Such schools
often expose students to their academic classes during one half of the day,
and to their vocational and technical classes during the other half, or have
academic weeks and vocational-technical weeks. Most vocational-technical
schools, however, are part-time. This means that they only provide vocational
and technical training, while the academic portion of their education is
obtained from their home school district
Local
The first batch of Filipino students to go through Grade 11 will troop to
schools in 2016. Many students and parents, though, are still unaware of a
few details as regards the new senior high school system. Matters on the
country’s K-12 program remain unclear. One of them, however, refers to the
specific tracks wherein students will choose the best skill for them to master.
With the new educational system required by the government, Filipinos
have no other choice but to embrace it. In the first place, each one will profit
from the new scheme because it follows international standard. This article
gives a detailed explanation on the senior high school’s tracks
Foreign
K–12 pronounced k twelve, k through twelve, or k to twelve is a
designation used in Singapore for the sum of primary and secondary
education. Singapore Ministry of Education MOE is the regulatory body of the
Education Services. The local schools in Singapore are supported by
government and mainly cater to Singaporean citizens. Singapore has many
private international schools as well that provides K-12 education. K-12
education in Singapore is inexpensive.
The DepEd argues that the K-12 program will be the solution to yearly
basic education woes and the deteriorating quality of education. Critics,
however students from Singapore, South Korea, Japan and Hong Kong, all
with shorter education cycles, got higher scores than America students, The
10 member-states of the Association of Southeast Asian Nations (Asian) are
the Philippines, Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar,
Singapore, Thailand, and Vietnam. In 2003, these countries agreed to
integrate their economies.
Insights gained
According to this research and the competence of the students’ the
teachers provide high quality of teaching in order to gets high quality of
students learning in and enhancing the skills of the students in grade 12 in
senior high school students of Tandag Inc.
CHAPTER III
This chapter contains the research design and the methodology used
in the conduct of this study. It incorporated the sampling techniques, sources
of data. The research subjects, population of the study, the instrument
utilized to gather data, as well as the statistical tools employed in processing
the data. This chapter is showing how the researcher came to the necessary
data for this study, and how these data were analysed. Interpreted and
presented in the easiest way possible.
Research design
This study utilized the descriptive survey in order to achieve the
purpose of this study which is to determine and describe on how the gr12
students of Saint Theresa college way of competing and their competency. It
is descriptive in a sense that the data obtained were analysed and describe.
The respondents
The respondents are the grade 12 TVL students of Saint Theresa
College Inc.
Research locale
The location of our research is in the Saint Theresa College Inc. Barangay
Quezon St. Dagocdoc Tandag, Surigao del Sur.
Research instruments
This researcher instrument of the study made questionnaire pre-
survey and competency card to know more information about the competency
of the grade 12 students. The respondents of this study are to gather for
information about the competency of the grade 12 students of Saint Theresa
College.
DATA GATHERING PROCEDURE

The researcher has followed certain in the conduct of the study Choose
a certain title it is a must that we choose a title for our study and defend it to
the panellist until it was approve. Securing permit to conduct the study. The
permit to conduct the study was requested and filed to the office of the school
principal. Preparation of the instruments, Questionnaire is a principal tool in
gathering the data. First draft of the instrument was made in coordination with
the adviser so that the survey tool is reliable and valid. Administering are the
questionnaire. The researcher personally distributed the questionnaire to the
respondents in saint Theresa College during academic test and activities.
Here a clear explanation of the purpose and objectives of the study was
indicated. Confidentially was given in order to assure cooperation and to avoid
inhibitions from the Respondents in accomplishing the questionnaire
validating the instrument. formulated and recommended of this study.

Practical BACK UP

Uploaded by

Copyright:

Available Formats

Practical BACK UP

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Practical BACK UP

Uploaded by

Copyright:

Available Formats

SAINT THERESA COLLEGE OF TANDAG, INC.

Cor. Magsaysay & Quezon Sts., Brgy. Dagocdoc

The Competency Of The

Grade 12 TVL Students of Saint Theresa College

A Research Presented to the Faculty of

Saint Theresa College of Tandag, Inc.

Tandag City, Surigao del Sur

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

Chapter-I RESEARCHER INTODUCTION

THE PROBLEM AND ITS SETTING

Background of the study

Student’ competencies and school preparedness and their relationship

to global employability. Inputs to Senior High School Development the

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

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

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

arming them with skills for employment.

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

Technical Education and Skills Development Authority or TESDA. This will

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

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

Graduates or incoming Grade 12 students will study core compulsory

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

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

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

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

Also, according to the ( Department of Education, the TVL

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

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

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

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

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

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

Vocational and Technical Education.

Wenrich, Ralph C.; Wenrich, J. William A volume in the Merrill Series in

Career Programs, this book is an attempt to analyze and interpret changes in

suggest ways in which administrators might use this information in planning

help to maintain employability. In Part One, particular emphasis is given to the

classic relationship issues regarding: general education and specialized

education; liberal arts and vocational education; practical arts; occupational

preparation; the emerging career education model, which culminates in

vocational education; policy-making process. Part Two provides an overview

of administrative theory and deals with key subjects of organization,

leadership, and decision-making and their relationship to institutions providing

specialized occupational education. Part Three examines administrative

view of specific problems likely to be encountered by vocational education

administration of vocational and technical education which remains to be

Accountability, Career Education, Curriculum Development, Decision

Making, Educational Administration, Educational Policy, Employment,

Evaluation, Facilities, Instruction, Leadership, Policy Formation, Program

Development, Student Development, Supervision, Technical Education,

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

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

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

provides learning opportunities to develop confidence and independence in

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

an environment that encourages collaborative learning which is crucial in the

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

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