CHAPTER III

METHODOLOGY

This chapter presents the description of the research design,

population and sampling, research instrument, data collection and

analysis.

Research Design

This study employed a qualitative research approach, conducting

unstructured interviews with participants either in-person or through

mediated means. Qualitative research, as defined by Creswell (2012),

is a method for exploring and understanding the meanings that

individuals and groups assign to a social issue. The research process

involves formulating questions and procedures that emerge during the

study, collecting data in the participants' natural settings, analyzing

the data inductively or deductively, identifying themes from the

collected data, and interpreting the meaning of the data.

The concept of qualitative research is relative to the individual

observer, researcher, student, or professional who finds the data or

information relevant. It cannot be assumed that the same qualitative

research will always provide the correct or expected results that the

researcher considers relevant and of high quality. This inconsistency

arises because qualitative research is based on the perception and

expectation of quality, while the meaning of quality varies for different

individuals (Aspers & Corte, 2019). The researcher's perception is

further defined by their specific viewpoint or worldview, which

influences how they perceive the world (Creswell & Poth, 2018).

Population and Sampling Procedure

The respondents of this study were junior high students enrolled

in school year 2023-2024 in School A. The targeted population for this

study is students in Grade 9 and 10 who are currently taking

specialized TVL subjects. In this study, purposive sampling technique

was employed. Among the non-probability sampling techniques,

purposeful sampling entails the researcher selecting the characteristics

to be included in the sample based on the questions and goals of the

study. Three respondents—designated as P1, P2, P3, P4 P5, P6, P7, P8,

P9 and P10—were interviewed.

This study made use of Grade 9 and 10 students because they

provided the necessary information that the researchers need to

attain. Junior high school students are considered as a middle

adolescence, ages 14-17, where teenagers are considered to be more

mature, have a sense of own individuality and can identify they own

values with respect to their responses (Allen & Waterman, 2019).

Research Instrument

This study used an interview questionnaire to draw information

about the significant influences of the student’s learning through TVL

learning facilities. A questionnaire serves as a tool for gathering

primary data (Cohen, 2013). Primary data, in turn, refers to

information that is generated specifically through the research process

and can be collected via questionnaires or interviews, topics that we

will explore today (O’Leary, 2014).

The set of questions made by the researchers followed a series

of reliability testing by means of submitting the questions to panel of

experts for validation. Further, these questions were tested on group of

nonrespondent to achieve its reliability. The following are the final

questions that were generated:

1. How do you feel about the TVL facilities in your school?

2. What changes would you suggest to improve the TVL facilities in

your school?

3. Have you seen the TVL facilities in other schools? How do they

compare to your school?

4. How do the TVL facilities help you understand your subjects better?

5. Can you share examples of how these facilities have either

facilitated or hindered learning experiences?

6. What do you think about the overall learning experience in the TVL

program and the facilities available?

7. Do you think better facilities would make you more interested in

the TVL program? How?

8. What are the biggest challenges you face with regard to TVL

facilities?

9. How do you think these challenges could be fixed?

10. Do you think the quality of the TVL facilities will affect your

future career?

Ethical Considerations

The researchers refrained from pressuring respondents to

participate in the interviews and took strict measures to ensure the

confidentiality of all personal information provided by the participants.

To further protect privacy, participant anonymity was maintained, and

the provision of names was made optional. Additionally, respondents

were thoroughly oriented on their rights and the expectations placed

upon them before they consented to participate, ensuring they were

fully informed throughout the process.

The participation was purely voluntary; no additional incentives

were given to the participants, nor would demerits be charged to those

who failed to participate. Participants have the right to withdraw

participation even during the actual data gathering. It was apparent to

the participants that their involvement would not post any risk or

harm.

Lastly, to guarantee the objectivity of the data gathering, none

of the participants were related to the researchers by consanguinity

nor affinity.

Data Gathering Procedure

The instrument was developed and tested for validity and

reliability prior to the actual data collection. A permission letter was

sent to the school principal to seek approval for conducting the data

collection during class hours. Once approval was granted, teachers

were notified about the data gathering process. Respondents from the

relevant curricular level were then recruited to participate in the study.

The researchers oriented the group of respondents before

starting the data collection process. Each respondent received a

consent form to confirm their willingness to participate in the study.

For respondents who were minors, their parents were also provided

with an informed consent form. This ensured that both the

respondents and their parents understood that the results would

remain confidential, that participation in the study would not affect

their academic performance since it was not tied to any class

requirements or grades. Moreso, no respondent was compensated for

their participation in the study.

Data collection was conducted using unstructured individual interviews,

allowing respondents to respond to questions based on their personal thoughts

and feelings. The responses were entirely based on the respondents' own

experiences, offering them the opportunity to critically analyze the questions

posed. Probing and follow-up questions were utilized to prompt respondents to

provide more elaborate, clear, or detailed answers. Throughout the interview

process, audio recordings were made, which were later transcribed to ensure the

clarity of the responses.

Data Analysis Procedure

The data analysis procedure began with ensuring the integrity of the

instrument used for data collection. The instrument underwent a series of

rigorous tests to verify its validity and reliability, ensuring that the data gathered

were both accurate and dependable. This preliminary step was crucial to

guarantee that the findings drawn from the research were built on a solid

foundation, emphasizing the importance of a well-validated tool in qualitative

research.

Once the interviews were conducted, the audio recordings were

transcribed verbatim and examined meticulously. This transcription process was

essential for preserving the accuracy of the respondents' verbal responses and
facilitating detailed analysis. Each transcript was reviewed to ensure that it

faithfully represented the spoken words of the participants, thus providing a

reliable basis for further analysis.

The primary method of analyzing the transcribed data was thematic

analysis, as described by Clark and Braun (2006). This involved identifying

patterns or themes within the qualitative data. The analysis was approached

both inductively—deriving meaning and creating themes directly from the data

without any preconceived notions—and deductively—using existing theories or

prior research as frameworks to guide the analysis. This dual approach allowed

for a comprehensive understanding of the data, ensuring that the themes

generated were deeply rooted in the actual data while also being informed by

existing knowledge.
 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents and analyzes the data collected through

unstructured individual interviews. The data were processed using both inductive

and deductive approaches and interpreted through thematic analysis, which

involved identifying and exploring themes that emerged. Thematic analysis was

employed to ensure a robust examination of the data in relation to the research

questions. The organization of the discussion is systematically aligned with the

specific questions outlined in the statement of the problem, ensuring that each

question is addressed thoroughly and in logical sequence.

Theme 1. Perceptions and Quality of TVL Facilities

The responses of participants reveal a mixed perception of the Technical-

Vocational-Livelihood (TVL) facilities at their school. While some students

acknowledge the adequacy of certain resources, there is a consensus on the

need for improvement in various areas. According to P1, “ Some stuff is good like

the computers and tools we use for projects. But like some classrooms need

better equipment and maybe more space for everyone.” This highlights a gap in
the availability and quality of equipment, which is crucial for hands-on learning in

vocational education. Doolan and Gilbert (2011) emphasize that adequate and

modern facilities are essential for the effectiveness of vocational training

programs, as they directly influence students' learning experiences and

outcomes.

Further, P2 points out the inadequacy of the equipment: " Okay naman

pero minsan kulang yung mga gamit. Parang yung mga computers hindi sapat

para sa lahat." This suggests that the current resources are insufficient to meet

the needs of all students, potentially hindering their learning experience. The

disparity in equipment quality compared to other schools is also evident. P3

mentions, "Naa pa gyud mi'y mga gamit nga kulang. Mangita pa gyud mi'g

daghan kaayo," indicating that students often find themselves lacking essential

tools. The theory of educational quality proposed by Scheerens (2011) highlights

that well-equipped learning environments are critical for fostering effective

educational practices and achieving high educational outcomes.

Moreover, participants expressed a desire for more modern and up-to-date

facilities. P4 stated, "I think it would be nice to have more specialized equipment

for advanced techniques like maybe a larger variety of piping tips or different

types of baking molds." This need for specialized equipment suggests that the

current facilities may not fully support the advanced practical skills students are

expected to learn. According to Kolb's Experiential Learning Theory (1984),

learning is most effective when students can engage in concrete experiences

followed by reflective observation. The lack of modern equipment hinders this

process, limiting students' ability to fully engage in practical learning.

Visiting other schools for competitions has provided some students with a

benchmark for comparison. As P5 observes, " Some schools have bigger kitchens

and newer equipment. It seems like they have more variety in tools and

appliances compared to what we have here." This comparison often leaves

students feeling that their own school's facilities are basic and in need of

significant upgrades. This perception can impact their motivation and enthusiasm

towards their vocational training. Literature on educational inequality by Darling-

Hammond (2010) indicates that disparities in resources and facilities contribute

to unequal learning opportunities and outcomes, which is reflected in the

students' observations.

Lastly, P6 highlights the impact of inadequate facilities on their practical

learning experience: "Okay ra man pero daghan pa gyud ang kulang. Ang uban

mga gamit dili na kaayo maayo ang kahimtang." The poor condition of some

equipment not only hampers the learning process but also diminishes the overall

quality of education provided. To address these issues, it is essential to invest in

regular maintenance and updates of the facilities, ensuring that students have

access to the tools they need for effective learning. This is supported by the

concept of the physical learning environment's impact on educational outcomes,

as discussed by Higgins et al. (2005).

Theme 2. Influence on Understanding and Learning Experiences

 The quality of TVL facilities significantly influences students' understanding

and overall learning experiences. Practical, hands-on learning is a core

component of vocational education, and the availability of appropriate facilities

plays a crucial role. P1 shares, “Well we get to do hands-on stuff you know? Like

in woodworking we actually make things and in computer classes we do projects

that help us understand better than just reading about it.” This emphasizes the

importance of practical work in reinforcing theoretical knowledge. According to

Dewey's Theory of Experiential Learning (1938), education should be grounded

in real-life experiences and practical activities, which enhance understanding and

retention of knowledge.

However, challenges with facilities can hinder learning. P2 recounts, "Yung

mga facilities tulad ng mga machines at mga laboratory tools malaking tulong sa

mga praktikal na lessons namin. Mas madali magets yung mga concepts kapag

hands-on," but also notes that broken equipment can disrupt projects. The

practical aspect of learning is compromised when tools and machines are not

functioning, which can delay or prevent the completion of important learning

tasks. Kolb's Experiential Learning Theory (1984) further supports this by

emphasizing the importance of active experimentation and concrete experiences

in the learning process.

The hands-on nature of TVL programs helps students grasp complex

concepts more effectively. P3 states, "Naay mga practical classes nga

nakatabang jud sa ako pag-intindi sa lesson. Mas klaro ang mga bagay kung naa
mi practical," indicating that practical sessions enhance clarity and

comprehension. However, the effectiveness of these sessions is contingent on

the availability and condition of the equipment, as illustrated by the student’s

frustration when tools are not available or operational. This aligns with the

findings of O'Brien and Wood (2011), who found that well-resourced learning

environments are essential for effective practical learning.

Moreover, the impact of facilities on learning outcomes is highlighted by

P4: "When we were learning about different types of dough having the right

mixers and proofing cabinets made it easier to see the results in our products."

This showcases how specific equipment can facilitate better learning outcomes

by allowing students to directly apply what they have learned in a practical

setting. Conversely, malfunctioning equipment can impede learning, as noted

when equipment breakdowns cause delays. The theory of situated learning by

Lave and Wenger (1991) suggests that learning is most effective when it takes

place in the context in which it is applied, underscoring the importance of having

functional, context-specific equipment.

Finally, P5 emphasizes the value of well-maintained facilities: "Overall it's

been good. I've learned a lot especially from our practical sessions. But I think if

we had better facilities it would make learning even more enjoyable and

productive." The availability of high-quality, functional equipment not only

enhances the learning experience but also increases student engagement and

motivation. To maximize the benefits of vocational training, it is essential to

ensure that facilities are regularly updated and maintained. This is supported by

research from Earthman (2004), who found a strong correlation between the

condition of educational facilities and student performance.

Theme 3. Challenges and Impacts on Learning Outcomes

The challenges faced with TVL facilities significantly impact students’

learning outcomes and their future career prospects. P1 notes, " Sometimes

things break down like the tools or equipment and it takes a while to get them

fixed. And when we have big groups it can get crowded especially in the

workshops." This highlights logistical issues such as equipment maintenance and

space constraints, which can disrupt the learning process and reduce the

effectiveness of practical sessions. According to Brookfield’s (2017) Critical

Theory of Adult Learning and Education, the learning environment must be

conducive to learning to maximize educational outcomes.

Furthermore, P2 points out the delay caused by broken equipment: " Yung

minsan sira yung mga equipment tapos hindi agad naaayos. Nakaka-delay sa

mga projects namin kaya medyo hassle." These delays can lead to missed

learning opportunities and decreased productivity, as students are unable to

complete their projects on time. Regular maintenance and prompt repairs are

crucial to ensuring that learning is not interrupted. This is consistent with

findings by Earthman (2002), who noted that well-maintained facilities are crucial

for supporting continuous and effective learning.

 P3 emphasizes the importance of having adequate and functional

equipment for practical learning: "Ang kulang sa makina ug gamit. Daghang oras

kung magpaagi sa pagpa-repair mahutdan mi og oras sa practical classes." The

lack of sufficient tools and the time lost in repairs significantly affect the

students’ ability to engage in practical activities, which are essential for

mastering vocational skills. Adequate funding and efficient management of

resources are necessary to address these issues. This aligns with findings by

Schneider (2002), who highlighted that adequate funding is necessary to

maintain and improve educational facilities.

The students also express that better facilities would enhance their

interest and engagement in the TVL program. P4 states, " If we had even more

advanced tools and maybe more opportunities to learn from guest chefs or

industry experts it would make me even more excited about learning baking

here." Access to advanced tools and opportunities for specialized training can

significantly boost student motivation and interest, leading to better learning

outcomes. This is supported by the Self-Determination Theory (Deci & Ryan,

1985), which emphasizes the importance of competence, autonomy, and

relatedness in fostering intrinsic motivation.

Lastly, P5 highlights how improved facilities can positively impact future

career prospects: "If I decide to pursue baking professionally having experience

with top-notch equipment and facilities would give me an advantage. It's like

practicing with the best tools prepares you better for the real world." High-quality
facilities provide students with a realistic training environment, better preparing

them for their future careers. Ensuring that students have access to the best

possible resources is crucial for their professional development and success. This

is consistent with the findings of the World Bank (2018), which emphasizes the

importance of quality vocational education in preparing students for the

workforce.

Theme 4. Student Engagement and Motivation

The quality of TVL facilities plays a significant role in student engagement

and motivation. When facilities are modern and well-maintained, students are

more likely to be interested and enthusiastic about their vocational education. P9

mentions, “If we had more cool stuff to work with I think more kids would want

to join in. Like imagine if we had virtual reality stuff for learning simulations that

would be awesome!” This highlights how access to advanced technology can

make learning more engaging and attractive to students. This is supported by

Vroom’s Expectancy Theory (1964), which suggests that students’ motivation to

learn is influenced by the perceived value and attainability of educational

outcomes.

Conversely, inadequate facilities can diminish student motivation. P2

shares, "Kasi mas excited ka talaga mag-aral kapag alam mo na maganda yung

gamit mo. Mas lalo ka pang mag-eenjoy at makaka-focus sa mga lessons." This

suggests that the quality of equipment directly influences students' excitement

and focus, which are essential for effective learning. Enhancing the facilities

could therefore lead to higher levels of engagement and better academic

outcomes. According to Maslow’s Hierarchy of Needs (1943), having access to

quality resources fulfills students' basic and psychological needs, thereby

enabling them to achieve higher levels of self-actualization and engagement.

Moreover, students believe that better facilities would encourage them to

participate more actively in their courses. P3 states, " Kung daghan og makina

mas ganahan ko mo-attend og klase kay mas ma-experience gyud ang practical

side sa lesson." This indicates that the availability of sufficient and functional

equipment can make practical lessons more appealing, thereby increasing

student attendance and participation. The Engagement Theory by Kearsley and

Shneiderman (1998) supports this, emphasizing that interactive and engaging

learning environments foster higher levels of student participation and

achievement.

P4 also highlights the motivational impact of improved facilities:

"Definitely! If we had more specialized equipment for advanced techniques... it

would make me even more excited about learning baking here." The opportunity

to work with advanced tools not only enhances learning but also inspires

students to explore their interests further and pursue excellence in their chosen

field. This is consistent with the findings of the National Research Council (2000),

which indicated that well-resourced educational environments significantly

enhance student motivation and learning outcomes.

 Lastly, P9 underscores the importance of modern facilities for sustained

student interest: "If we had newer equipment and more space it would feel like

we're in a professional kitchen. It would motivate me to practice more and

maybe even consider pursuing baking as a career." Access to professional-grade

equipment and adequate space can create a more realistic and stimulating

learning environment, encouraging students to invest more time and effort in

their studies. This ultimately leads to better skill acquisition and prepares them

for future career opportunities. This is supported by the Social Cognitive Theory

by Bandura (1986), which suggests that environmental factors, including the

quality of learning facilities, play a significant role in shaping students' learning

experiences and outcomes.

Theme 5. Suggestions for Improvement

Participants provided various suggestions for improving the TVL facilities

to enhance their learning experiences. A recurring theme is the need for more

up-to-date and specialized equipment. P8 suggests , “We could use more up-to-

date stuff especially in the workshops. And maybe more places where we can

practice things like cooking or electronics without it being too crowded.” This

highlights the necessity for modern tools and adequate practice spaces to

accommodate all students. According to the Constructivist Learning Theory by

Piaget (1970), providing students with up-to-date and appropriate tools supports

active learning and knowledge construction.

 Additionally, P9 emphasizes the importance of having more practical tools:

"Siguro dagdagan pa yung mga equipment lalo na yung mga pang-praktikal na

gamit. Mas maganda kung bago at maayos yung mga tools namin." Having

sufficient and well-maintained tools is essential for effective hands-on learning,

and updating the existing inventory can significantly improve the quality of

education. This aligns with Vygotsky’s Social Development Theory (1978), which

posits that learning is a social process and effective learning environments are

enriched with appropriate tools and resources.

P3 also points out the need for regular maintenance and repairs:

"Kinahanglanon gyud ang regular nga pag-repair sa mga gamit. Ug mas dako na

budget para sa modernong teknolohiya." Regular maintenance ensures that

equipment is always in good working condition, minimizing disruptions in the

learning process. Allocating a larger budget for modern technology can also

provide students with access to the latest tools and equipment. This is consistent

with the theory of Planned Behavior by Ajzen (1991), which suggests that the

availability of necessary resources is a critical determinant of behavioral

intentions and actions, including educational engagement.

Moreover, participants suggest expanding the facilities to reduce

overcrowding. P4 recommends, "Maybe having more flexible scheduling for

practical sessions or ensuring equipment is regularly checked and maintained to

minimize breakdowns." By optimizing the use of available space and ensuring

that equipment is always functional, the school can create a more efficient and
effective learning environment. This is supported by the Learning Environment

Theory by Moos (1979), which emphasizes the impact of physical environments

on learning outcomes.

Lastly, P5 proposes seeking additional funding or sponsorships to improve

the facilities: "For ingredients maybe getting more sponsors or funding for our

program." External funding can provide the necessary resources to update and

expand the facilities, ensuring that students have access to the best possible

learning environment. Implementing these suggestions can lead to significant

improvements in the quality of vocational education, better preparing students

for their future careers. This is supported by the theory of Institutional Change

by North (1990), which posits that organizational improvements, including

resource allocation and facility upgrades, are critical for institutional effectiveness

and student success.