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CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Students are the key assets of universities. The students’ engagement
plays an important role in retaining their confidence to succeed the course that
they’ve taken. According to Gallup (2013) Student engagement is a term used to
describe an individual’s interest and enthusiasm for school, which impacts their
academic performance and behavior engagement is a complex term, making it
all the more difficult to understand.
Career preferences are free opportunity to select a desired career. It is
also a discussion making in a confusing situation which occurs during the senior
year of high school level. When one is confused in choosing a career, he relies
on his friends and relatives and does not want to set a goal to be achieved and
not to be able to excel in academics. (Alfred-Davidson, 2009.)
Furthermore, the 2011 World Youth report refers to the need for youth to
be appropriately skilled in order to facilitate their entry into the labor market. It
recommends that training systems be in place not only to prepare youth for entry
into work, but provide pathways for continual learning over a lifetime in response
to changing technologies and global requirements. According to McGrath (2012)
technical vocational livelihood encompasses the myriad forms of learning aimed
at participation in the words of work.

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The quality of student’s engagement remains top priority for educators. It
is meant for making a difference locally, regionally, and globally educators,
trainers and researchers have long been interested in exploring variables
contributing effectively in engaging the learners (Crosnoe,et, al., 2004)
Most recently, there are issues about the technical vocational livelihood
track that are not known to everyone. The lowly standing of vocational education
continues to be an enduring problem despite the improvement of TVL. It
proposes that students after completing TVL track upon proceeding into college,
the predicament is that courses that are offered in college tend to be inapplicable
from the tracks and strands that they’ve taken. According to Martinez (2012) the
real motive behind the K to 12 education system is to further intensify labor
export, this time systematically targeting the country’s young labor force, the K to
12 system sadly undermines the youth’s very significant role in nation-building
because it is geared toward providing cheap semi-skilled and unskilled youth
labor to the global market instead of for domestic development. Additionally, the
students who are choosing this track may not be aware of the future courses and
opportunities therein.
Thus, it is the concern of this study to determine the correlation of
student’s preference on TVL track and academic engagement of students from
Department of Technology Teacher Education.

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Theoretical Framework
This study focused on the correlates of student preference on technical
vocational livelihood track and the factors influencing the students’ academic
engagement. It is anchored on the following theories: Banduras Social Cognitive
Theory, Ichheiser's theory of social perception, Lev Vygotsky theory of the
students’ engagement and Supers Developmental Theory.
As cited by Mcleod (2011) Banduras social learning theory posits that
people learn from another, via observation, imitation and modelling. The theory
has often been called a bridge between behaviourist and cognitive learning
theories because it encompasses attention, memory, motivation. People learn
through observing other people’s behaviour, attitude and outcomes of those
behaviours. Most human behaviour is learned observationally through modelling:
from observing others, one’s form an idea of how new behaviours are performs,
and on later occasions, this coded information serves as guide for action,
On the other hand, social learning theory explains that human behaviour
in terms of continuous interaction between cognitive, behavioural, and
environmental influences, this interaction will help their preference on TVL track
that relates to their academic engagement.
As cited by Boski (1989), the Ichheiser’s theory of social perception
discusses the potential contributions to experimental social cognitive psychology.
Although Ichheiser’s never conducted an experiment in person perception or
attributional processes, he was able to clarify concepts with a precision

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necessary for factorial experimental design. Among other topics, Ichheiser’s
wrote on conscious vs. nonconscious processes in person perception, natural
and cultural categories vs. trait dimensions, the social context of achievement
and demystification of success, and the Personality–Social Perception Interface.
According to Ichheiser’s, personality and person perception were two sides of the
same coin.
As cited by Myasnitskaya (2014), in Lev Vygotsky theory of the students’
engagement “We must admit that at the beginning of each age period, there
develops a completely original, exclusive, single, and unique relation, specific to
the given age, between the child and reality, mainly the social reality that
surrounds him. We call this relation the social situation of development at the
given age. The social situation of development represents the initial moment for
all dynamic changes that occur in development during the given period. It
determines wholly and completely the forms and the path along which the child
will acquire ever newer personality characteristics, drawing them from the social
reality as from the basic source of development, the path along which the social
becomes the individual”.
Also, super stressed the need to understand and predict a career. He
defined a career as a sequence of occupation, jobs, and positions held during the
course of a lifetime, including also prevocational and post vocational activities.
Super asserted that what was actually needed in vocational guidance was a
career model, which takes into account the sequence of positions that an
individual occupies during her or his working life. Interest in understanding

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careers led Super to look into people’s career patterns, which portray one aspect
of vocational development the sequence of changes in occupational level and
field over a period of time. Although initially “set out” by the individuals parental
socioeconomic level patterns are also determined by individuals abilities,
personality traits, and the opportunities to which they are expose. The analysis of
career patterns supported view that the life cycle imposes different vocational
tasks on people at various times of their lives, (Patton, 2006)
Conceptual Framework
To have a better understanding on the flow of this study, a schematic
diagram is illustrated in Figure1. It can be seen in the diagram that there are two
variables being identified. First is the Independent variable which consists of the
respondent’s profile that includes the personal information such as age, course,
sex, family’s monthly income, father’s educational level, mother’s educational
level, father’s occupation, mother’s occupation, and the factors in choosing TVL
and prefer path after graduating the course. Second is the dependent variable
which happens to be the students’ academic engagement of the first year college
students undergone technical vocational livelihood track.
The researchers then presumed that the respondent’s socio-economic
profile and the correlates of students’ preference on TVL track influence the
respondent’s academic engagement

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Research Paradigm
Independent Variable Dependent Variable
Students’ Academic
I. Personal Profile Engagement

a. Age
A. Interest
b. Sex
B. Study Habits
c. Course C. Academic Ability
d. Family’s Monthly D. Teacher Related
Income
Aspect
e. Father’s Educational E. On Instructional
Level
Materials
f. Mother’s Educational
Level
g. Father’s Occupation
h. Mother’s Occupation
II. Factors in Choosing
the TVL track
III. Preferred Career
Choice
Figure 1.Shows the interplay of variables that correlates of student
preference on TVL Track and Academic Engagement.

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Statement of the Problem
This study examined the relationship between students’ preference on
TVL track such as the age, course, sex, family’s monthly income, father’s
educational level, mother’s educational level, father’s occupation, mother’s
occupation, the factors in choosing the TVL track, and their preferred career
choice of the first year students undergone TVL track taking up the new revised
curriculum which has three main courses Bachelor of Technology and Livelihood
Education Major in Industrial Arts BTLEd(IA), Home Economics BTLEd(HE) and
BTVTEd- Drafting Technology. Specifically, this study sought to answer the
following questions:
1. What is the profile of the respondents?
A. Age
B. Sex
C. Course
D. Family’s Monthly Income
E. Fathers Educational Level
F. Mothers Educational Level
G. Fathers Occupation
H. Mothers Occupation
2. What is the students-respondents’ preference on TVL track in terms of ;
A. Factors in choosing TVL track
a. Personal Factors
b. Environmental Factors
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b.1 Parents Encouragement
b.2 Teachers/Classmates/ Friends Encouragement
b.3 Community /Church Encouragement
c. Opportunity Factors
B. Preferred Career Choice
3. What is the students’- respondents academic engagement in terms of :
A. Interest
B. Study Habits
C. Academic Ability
D. Teacher Related Aspect
E. On Instructional Materials
4. Is there a significant relationship between the profile of the respondents
and the academic engagement?
5. Is there a significant relationship between the student’s preference on TVL
track and the academic engagement?
Null Hypotheses:
HO1: There is no significant relationship between the profile of the
respondents and academic engagement.
HO2: There is no significant relationship between the student’s preference
on TVL track and academic engagement.

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Significance of the Study
This study aimed to determine the academic engagement of first year
college students after graduating in the TVL track. The findings provided
information that will benefit the students, school, parents and the future
researchers.
First Year College Students. In this study it refers being the respondent, this
group of students will be highly benefited for this will serve as a reference in
distinguishing their academic engagement.
School Administrator. The school administrator can benefit from this study for it
will provide insights and information about relationship between the students
preference on TVL track and the factors affecting their academic engagement.
Parents. The parents will be able to know the interest of their children in
choosing the TVL track and will be able to guide and motivate their children to
perform better in school.
Future Researchers. Shall be given this paper as reference should they decide
to conduct a follow-up study in order to focus on building stronger, more
empirically grounded framework.
Scope and Limitations
The respondent is limited to the first year students taking BTLEd (IA),
BTLEd (HE) and BTVTEd-DT undergone TVL track under the Department of
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Teacher Technology Education of the College of Education, Mindanao State
University.
This study determined the students’ academic engagement of the first
year college students’. Questionnaires are distributed and answered by them
under the Department of Technology Teacher Education (DTTE) in the College
of Education Department (CED).
Definition of Terms
To facilitate the readers understanding of the contents of this study, the
following terms are either operationally or conceptually defined:
Academic Ability. In this study it refers to the eagerness of the student to
perform activities which are incline to the subject matter being presented.
Academic Engagement. In this study it refers to the indicator that combined the
academic identification and academic participation.
Career Choice. In this study it refers to the process of choosing a career path
which involve choices regarding education and training for a given career.
Instructional Materials. In this study it refers to motivating techniques that
teaching materials or equipment used by the teacher.
Interest. In this study it refers to the amount of the student dislike or like of
particular things.
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Preference. In this study it refers to the free opportunity to select a desired
career it is also a decision making in a confusing situation. In this study, it refers
to the likehood of the chosen track of the first year college students in their senior
high school.
Students Engagement. In this study it refers to the first year college students
undergone TVL track their motivation to learn with their confidence and ability to
succeed in the course and their emotional feelings, that plays a bigger role in
acquiring the skill and knowledge intended for the students who are engaged in
the process of learning will tend to be more receptive to further learning.
Study Habits. In this study the referral to usual form or action of a person in
studying.
Teacher Related Aspect. In this study it refers to the methods or strategies that
teacher uses in teaching her lesson or the subject matter.
TVL track. In this study it refers to the track in K-12 curriculum that follows the
rules of the Technical Education and Skills Development Authority of TESDA.
This means each student has the chance to explore the main courses of the new
revised curriculum.
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CHAPTER II
REVIEW OF RELATED LIRERATURE AND STUDIES
This chapter introduces you to the different literature and studies that led
to the understanding of the different variables of this present study.
Related Literature
According to Fizer (2013), College students choose their job fields for
many reasons. The factors that affect this decision include family, passion,
salary, and past experiences. In addition to these factors, race and gender can
also affect what field a student may choose. Some professions have greater
percentages of a certain gender or race. Another thing that plays a big role in a
student’s decision of what field to study is the people or role models in his or her
life. These role models can include a parent, teacher, or a recent employer.
When students are choosing a career, they may not have all the information
about the job they are pursuing.
Career Preference
The last few decades have been marked by great changes in the South
African workforce, not only has there been an influx of Black professionals but
there has also been a notable inflow of women in professional positions and a
few more have occupied managerial roles (Klaveren & Tijens, 2009). Grant
Thornton Business Report revealed that in 2012 South Africa had 28% of women
in top management positions, a percent increase from the previous year’s survey
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(Grant Thornton, 2013). This positioned South Africa just outside the top 10
countries when it comes to women in top managerial positions, thus illustrating
that South Africa has been making progress albeit limited. Advancement into
managerial roles can only happen through the process of career development.
Career development refers to a change or a series of changes that occur in an
individual’s career (Brown, 2002).
The technical-vocational track
The technical-vocational track is more define in the Philippines and Japan
K-12 curricula. The student needs to earn 30 credit points in the specialization,
and the remaining 50 credit points come from the general education subjects.
Courses in the Philippine model are divided into four strands where the student
can choose from. The said programs, however, may not necessarily be available
in the municipality or barangay (village) they are in and therefore needs to take it
in other towns or village. The absence of the much needed tech-voch facilities
and availability of qualified teachers limit the accessibility of these programs to
many. The number of those choosing the academic track may also be attributed
to the limited offering in the senior high schools throughout the country
(Sarmiento et al., 2016)
Interest
Some students grow up knowing what they want to do in life. These are the
students who will go the extra mile to reach their dream job. However, students
often settle on a different path due to many factors they can’t control. Students
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will research their chosen career path and explore everything about it. The salary
and benefits of that job do not play a role in this decision. In a research study the
factor “match with interest” rated over job characteristics, major attributes, and
psychological and social benefits in importance when students choose a major
(Beggs et al., 2008).
Study Habits
According to Shaib (2010), college life can be stressful, although it is
undoubtedly one of the most memorable experiences in one’s life. It represents a
critical developmental period for both late adolescents and young adults. Factors
such as romantic relationships, organizations and clubs, and sports activities and
lack of communication with parents (Kamwang, 2003) have been found to have
effects on students’ academic performance. These factors affect academic
performance in terms of time demanded and the psychological state they may
cause. He also stressed that academic performance is an excellent measure of
the transfer of knowledge in modern society. Romantic relationships have the
highest impact, and may be a psychological barrier to an effective learning
process. Excessive sporting activities and involvement in clubs and organizations
may pose a threat, but an insignificant one. Gwacela (2006) investigated the
socioeconomic and food security factors that affect academic performance. It
appears that parents/guardians’ employment has bearing on academic
performance suggests that students need more support to overcome food
security factors. The study also pointed out that lack of prior university
preparation and effective orientation program of the school affect academic

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performance of 1st year students. Furthermore, transition factors, transfer from
rural to urban, personal problems such as lack of confidence, relationships,
tuition debts, financial issues, and disabilities have significant effect to academic
performance. Study effort, age of student, and a good match between student's
learning style and instructor's teaching style all have positive effect on student's
performance. Poor academic achievement might result from irregular class
attendance, lack of preparation before class, lack of class attention, lack of
revision after class, and lack of class participation (Kamwang, 2003).
Academic Ability
Many students choose their major based on their academic ability (Beggs et
al., 2008). However, some students do not have the ability or the work habits to
succeed in some majors that may require more study than other fields of studies.
These students may find a better fit in a less work intensive major that requires
fewer difficult classes. This affects the career paths of these students. Other
students have the ability to handle majors with greater workloads and 8 choose
the career path that will lead to a job requiring more education. Examples in this
category include veterinarians, doctors, or lawyers. For jobs such as these,
students need more than one degree. On the other hand, some students have
the drive to put in the work in very labor intensive fields but do not have the
intelligence to perform the tasks that are needed for their chosen field (Beggs et
al., 2008). These students often receive help from tutors, special education
teachers, and special exceptions when taking exams and doing homework.
Students are given every opportunity to excel and work in their field. Based on
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grade point averages, agriculture colleges are receiving students with good high
school GPA’s. Studies show that the average high school GPA of agriculture
students is above 3.0 (Rocca, 2013). Therefore, students who enter agricultural
majors generally have the ability to excel in their selected areas of agriculture.
Learning is the development of new knowledge, skills, or attitudes as
learners interact with information and the environment. Learning takes place at
all times. They learn things while walking down the street, watching TV,
conversing with other people, or just observing what goes on around them.
However, education is concerned primarily with the learning that takes place in
response to our instructional efforts. How educators design and arrange
instruction has a great deal to do not only with what is learned but also with how
the learner uses what is learned (Heinich, 2002). There are studies that indicate
that the deep approach learning is positively related to achievement and several
studies have shown a relationship between approaches to learning and study
success
Educational services are often not tangible and are difficult to measure
because they result in the form of transformation of knowledge, life skills and
behavior modifications of learners. Research on approaches to learning refers
mainly to organized studying or organized effort in studying, which emphasizes
good time management, self-regulation and effort in studying rather than of the
motivation to achieve. There are students who are enthusiastic about learning,
but there are also students who need to be motivated to perform their best. One
of the factors considered is their self-confidence.

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According to Reid et al., (2007), the amount of time and effort that a learner
can put into achieving goals is also important in learning and has significant
impacts on how students engage in learning. Self-doubts can easily creep in
when learners hit obstacles, experience frustration and judge themselves as
incompetent. Students viewed learning mostly as the transmission of information,
the collection of facts and the practical use of knowledge; whereas teachers’
conceptions emphasized critical thinking, problem solving and independence in
teach (Virtanen et al., 2009).
A study conducted by Mlambo (2011) shows a survey instrument that was
administered to a random sample to generate data on demographics (gender
and age), learning preference, and entry qualifications. The effect of learning
preference, age, gender, and entry qualifications on academic performance
(measured as the final coursework mark obtained) was determined.
Relationships/associations between gender and learning styles, gender and entry
qualifications, age and learning preferences, and age entry qualifications were
analysed using Pearson’s chi-square test. The said study also illustrates that the
investigated factors significantly affected academic performance. This
observation could be a consequence of an impressive performance in the
coursework exams by a large proportion of students resulting in less variation in
the recorded grades and perceptions of the learning environment (Richardson,
2005; Diseth, 2007; Parpala, 2010).
Learning preferences were found to be independent of both the age and
gender of students. It was concluded that more determinants of academic

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performance need to be investigated. Karemera (2003) found that students'
performance is significantly correlated with satisfaction with academic
environment and service received. He also found that the existence of
professional development programs and internship opportunities are associated
with better academic performance.
Teacher Related Aspect
In the teacher-related aspects, the item ‘teacher has mastery of the
subject matter’ had the greatest mean with a very high impact. The rest of the
indicators were deemed to be of high impact with the indicator ‘teacher is always
late’ having the lowest mean.
(Fredriksen et. al, 2004) conducted a longitudinal study on the effects of
adolescent sleep loss during middle school. The participants’ sleep loss had a
relationship with more depressive symptoms, lower self-esteem, and lower
grades. Being hungry in class came in second in the same subset. This is
supported by previous research conducted by Deloitte and released by Share
Our Strength which shows that, on average, students who eat school breakfast
achieve 17.5% higher scores on standardized math tests, attend 1.5 more days
of school per year. Students who attend class more regularly are 20% more likely
to graduate from high school.
Robert Bjork and fellow PT blogger Nate Kornell have explored some of
the study habits of college students in a 2007 paper in Psychonomic Bulletin &
Review. Research on memory provides a number of important suggestions about

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the most effective ways to study. One of the most important tips is that students
should study by testing themselves rather than just reading over the material. It is
also important to study over a period of days rather waiting until the last minute to
study. Kornell and Bjork's studies suggest that only about 2/3 of college students
routinely quiz themselves, and a majority of students study only one time for
upcoming exams (Markman 2012). These findings are consistent with this
study’s findings wherein it was discovered that among factors related to study
habits; the indicator ‘I only study when there is a quiz’ came out as the most
impactful.
Another study was conducted in a context similar to the study in Iran by
Zarei (2008). This study intended to examine the effect of frequent testing on
Iranian English student’s performance and classroom attendance. The results
revealed that the more frequently students were exposed to quizzes; the better
their performance appeared to be. Moreover, the results showed that the
administration of frequent quizzes had a positive correlation with classroom
attendance.
Instructional Materials
Instructional Materials while a teacher’s job does not end in managing the
classroom, planning and evaluating, the instructional materials also have a big
part in teaching learning process. Student’s enthusiasm, involvement and
willingness to learning process greatly rely on the material that the teacher used
in the classroom. Instructional materials must serve as a vehicle for improving

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the quality of learning for every student. The guide questions cited by Corpuz and
Lucido (2008) express the standards to consider in the selection of instructional
materials: Instructional Materials give a true picture of the idea/ subject
presented. Instructional Materials contribute meaningful content to the topic. The
instructional materials help the teacher achieve the instructional objectives. The
instructional materials are appropriate for the age, intelligence, and experience of
the learners. The physical condition of the instructional material is satisfactory.
Instructional materials help to make students better thinker and develop their
critical faculties. The instructional materials worth the time to expense and effort
involved.
Student’s Engagement
Engagement is a student's persistent effort with positive emotion to stay
focused in participating in learning activities designed to achieve the set learning
goals (Skinner & Belmont, 1993;Marks, 2000;Audas & Willms, 2001;Christenson,
et al., 2012). Engagement is a latent construct which has been explained as
consisting of two (Marks, 2000;Willms, 2003), three (Jimerson, et al., 2003) and
four dimensions which are behavior and emotion; behavior, emotion and
cognition; and behavior, emotion, cognition and agency respectively (Christenson
et al., 2012;Fredricks, Blumenfeld, & Paris, 2004;Reeve, 2013;Reeve & Tseng,
2011;Skinner, Kindermann, Connell, & Wellborn, 2009).
Student engagement in classroom activities is a complex
matter. Engagement can be defined as behavioral, emotional or cognitive

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(Marchand, 2014). Behavioral engagement occurs as students show effort and
persistence during an activity; emotional engagement is seen when a student
finds an activity interesting, or they feel positive and happy while performing the
activity; cognitive engagement encompasses student involvement and their
active use of learning strategies that promote deep understanding (2014). If all
three types of engagement are present then student learning is maximized and
classroom engagement is achieved. Numerous research studies have been
done to prove that students who are behaviourally, emotionally, and cognitively
engaged tend to have higher grades (2014) student engagement is an important
element for student success.
Career Path
University of Tennessee at Martin who plans to major in Agriculture says that
choosing the right career path is becoming more and more important for young
students today. Students have to take into account many things when choosing a
career and college major. Many factors can influence a student’s decision,
including parents, coaches, religious figures, or any role models in a student’s
life. Participation in agriculture clubs such as FFA and 4-H can also have an
effect on students’ career choices. The objectives of this research study were to
determine what factors affect agriculture students’ choice of career path. A
questionnaire was developed to examine areas of interest and attributes that
may have influenced students when choosing a career path. The questionnaire
was completed by 128 students in the freshman studies classes of The
University of Tennessee at Martin who plans to major in Agriculture. Chi-square

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tests were used to examine relationships among study factors. According to this
survey, students are most influenced by family when choosing a major; 22%
chose family as the most important factor influencing their choice of major.
However, 21% of the students chose “a career that is personally rewarding” and
20% chose “FFA/4-H experience” as the most important factors affecting their
choice. FFA played a bigger role in choosing a major than 4-H. Farming
background and the size of schools did not play a role in choosing a major.
However, students with a farming background were more likely to plan on
working in production agriculture than students without a farm background. The
students who completed the questionnaire had a positive outlook on their career.
Students believe their projected careers will make a positive impact on the world.
Students also believe that there are excellent career opportunities in agriculture.
Personal Background
According to Maslow, social aspect is the third need. This comprises need for
belonging, love and affection. Maslow considered these needs to be less
rudimentary than physiological and security needs. Relationships such as
friendships, romantic affections and families help realize this necessity for
camaraderie and acceptance, as involvement in social, community or religious
groups. Socio-economic status is one of the most researched and debated factor
among educational professionals that contribute towards the academic
performance of students.
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The most prevalent argument is that the socioeconomic status of learners
affects the quality of their academic performance. The social assistance of the
school personnel, members of the families and communities has a crucial role for
the accomplishment of performance goals of students at school (Goddard, 2003).
Farooq, et al., (2011) revealed that socio-economic status and parent’s education
have a significant effect on students’ overall academic achievement as well as
achievement in the subjects of mathematics and English. The high and average
socio-economic levels affect the performance more than the lower level.
Moreover, parents’ education means more than their occupation in relation to
their children’s academic performance at school and it was found that girls
perform better than the male students. On the study conducted by Harb & El-
Shaarawi (2009), there have been many studies that sought to examine factors
affecting students’ performance and most of their findings point out to hard work,
previous schooling, parents’ education, family income and self-motivation as
factors that have significant effect on the students’ grade point average (GPA).
The study further shows that most of the studies focused on students’
performance in the western culture. Their study showed that cultural differences
may play a role in shaping the factors that affect students’ performance, and it is
important to examine those relevant factors to the United Arab Emirates (UAE)
society.
The study of Harb & El-Shaarawi (2009) cited aims to investigate the socio-
economic characteristics of UAEU students in relation to their performance and
taking into account variables pertaining to the UAE society. Using regression
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analysis, results show that the most important factor that affects students’
performance is their competence in English. It also shows that students who
participate in class discussion and those on leave outperform other students. The
factors that negatively affect students’ performance the most are missing too
many lectures and living in crowded household. Moreover, the results show that
non-national students outperform national students and female students
outperform male counterpart.
Related Studies
According to Chong et al., (2011) the purpose of this article is to analyse,
evaluate and synthesize the concept and development of student engagement in
higher education institutions so that the possibility of application in Malaysian
universities can be realised. The main discussion of this article is organised into
four sections. The first section focuses on the definition of engagement and on
why it is important for higher education institutions. In the second section, the
article describes the antecedent of the concept and its evolution over the last
thirty years. The third section analyses critically the function of student
engagement as a proxy, means or end in research. Finally, the article highlights
the necessity, limitations, and implications of adapting student engagement to the
Malaysian context. Through the overview, it is proven that student engagement is
a concept well developed in theory and practice. Various studies have proven the
effectiveness of student engagement in serving institutional and individual
development. With this understanding of the concept of student engagement,
perhaps it will widen and deepen the perception of administrators, lecturers, and
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the general public towards the development of higher education. Subsequently,
is may increase undergraduates' level of commitment and meet the challenge of
society.
According to Abubakr, (2017) the study is conceptual in nature and also
the objectives of the study were to assess the relationships between students'
engagement and academic performance. The study examines the extent to
which students' engagement is associated with experimental and traditional
measures of academic performance. The significance of the study is to explore
possible strategies for improving school teachers' motivation. Many measures of
students' engagement were linked positively with such desirable learning
outcomes as critical thinking and grades, although most of the relationships were
weak in strength. Students' performance remains at top priority for educators. It is
meant for making a difference locally, regionally, nationally and globally. It is
suggested that school administrators and teachers plan for a more conducive
atmosphere and meaningful learning activities. Different age groups and genders
among students need to be addressed differently to create a better learning
environment in accordance with their emotional, psychological and cognitive
development. In a developing country such as Nigeria, Students' engagement in
school activities is a major factor in determining students' success in education;
hence, the teachers need to undergo teacher training courses to obtain the
necessary skill to dynamically engage students in classroom activities.
According to Parsons, (2011) the paper that follows reviews research
literature in the area of student engagement the goal in this work is practical,
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hope to discover in this literature curricular and pedagogical ideas educators
might successfully use to better engage students in learning. Prior to outlining the
specifics of this research, a general overview of what have found as we have
studies the literature to provide a context that might help readers better
understand this area of study. Specifically, the reading suggests that work in the
area of student engagement seems to have grown in a number of ways – the
greatest of which is the change from focusing upon disengaged students (who
are not learning) to engage learners (who are learning). We theorize that older
work about student engagement attempted to reshape ‘renegade’ students back
into the fold of schooling, but current work is more willing to revision schools to fit
the learning needs of students. This change seems crucial and promises to
organize how the study of student engagement will be carried out in the future.
According to (Ivala et al., 2013) Higher education institutions in South
Africa are faced with low throughput rates, and the need to enhance students’
interest in their studies is a key objective for higher education institutions.
Student engagement is one of the factors shown empirically to enhance student
success at higher education institutions. The paper reports on the potential of
digital storytelling in enhancing student engagement with their studies, amongst
29 final year pre-service student teachers at a large University of Technology in
South Africa, as part of their assessment in their final year professional course.
The reason for doing this research was due to the limited adoption of digital
storytelling in conventional educational settings globally and the fact that little
research has been done internationally and particularly in South Africa, into how
27
digital storytelling can be a vehicle for expanding learning. The study was framed
around the engagement construct involving qualitative methods of collecting
data. Focus group interviews were conducted with the students and the
facilitators of the project to elicit whether the production of digital stories led to
student engagement. Focus group interviews were analysed using inductive
strategy. Results showed that the production of digital stories enhanced student
engagement with their studies which led to high levels of reflection on the subject
matter, which as a result led to a deep understanding of the subject matter.
Findings of this study will contribute knowledge in the field which may be
valuable in increasing student engagement with their studies.
According to Kahu, (2017) much has been written about the challenges
faced by first year students at university. This paper adds to that literature by
exploring student interest, known to be associated with persistence and learning.
Using data from a qualitative study following 19 students through their first year
at a regional Australian university, the paper examines the antecedents and
consequences of student interest. Findings show the students’ existing individual
interests and goals interact with the teaching environment to trigger situational
interest. Situational interest then enhances behavioural and cognitive
engagement and leads to better learning and grades. Perceived relevance of the
learning task is shown to be a particularly important determinant of student
interest. Students’ emotions, self-efficacy, and their sense of belonging are also
important factors in explaining the links between student interest, the teaching
environment, and student engagement.

28
Synthesis
When choosing a course there are many factors to consider such as
making a decision which includes the family’s opinion and passion. Furthermore,
one factor that also contributes in student decision making is the people or role
models in his or her life, many factors can influence a student’s decision.
Including parents, coaches, religious figures or any role models in a student’s life.
The technical-vocational track is one of the tracks that can be chosen in senior
high school and it is more defined in the Philippines curricula, the development of
higher education within a selection of countries to the changing needs of the
employment market in both quantitative and qualitative terms, so as to improve
the basis for planning of the development of higher education and to reduce the
mismatch between the type of training offered by the institution and the types of
skills needed for labour market.
In connection with our study from the related literature and related
studies which correlates of students preference on TVL track and their academic
engagement” that concern about the first year students undergone technical
vocational track in their senior years in finding a connection between the factors
that affect their academic engagement, it also discusses the factors that may
affect the students preferences and their level of academic engagement towards
the course that they’ve taken such as the profile of the respondents, their
personal factor, environmental factor, parents encouragement,
teachers/classmate/friends encouragement, community/church agreement and
opportunity factor, and with comparable independent variable in academic

29
engagement in terms of interest, study habits, academic ability, teacher related
aspect and on instructional material.

30
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methods, respondents of the study,
research instruments, locale of the study, and statistical tools which were used
for the study on the Correlates of Students Preference on TVL track and
Academic Engagement of BTLEd-IA, BTLEd-HE and BTVTEd- Drafting
Technology students under the department of teacher technology education.
Research Design
The study used descriptive correlational design for gathering data and
facilitates the specific information needed in the study. The purposed of
employing this method is to correlate the profile of the respondents, factors in
choosing the Tvl track and their preferred career choice to the other variable
which is the academic engagement.
The researcher opted to use this kind of research considering the desire of
the researcher to obtain first hand data from the respondents so as to formulate
rational and sound conclusions and recommendation of the study.
Research Respondents
The respondents of this study were the 72 student’s chosen using
purposive sampling, the researcher selected them who graduated in TVL track
and is under the courses of the Department of Technology Teacher by answering
the survey questionnaire enrolled in first semester SY 2018-2019.

31
Locale of the Study
This study conducted at College of Education, Mindanao State University-
Iligan Institute of Technology. There are (4) departments and a total of sixty two
faculty and staff and (1861) students. The College of Education is located at the
Philippine Island in Mindanao, the Province of Lanao del Norte and in the City of
Iligan. Around Iligan City, the College of Education is at Andres Bonifacio
Avenue, Tibanga inside Mindanao State University – Iligan Institute of
Technology.
Research Instruments
The researcher used an adapted and modified questionnaire from Career
Preference of Technical Vocational Livelihood Senior High School in Iligan City
by Batausa, et al., (2018) which is composed of (4) parts, Factors Affecting
Mathematics Performance of Laboratory High School Students at Laguna State
Polytechnic University by Balbalosa, (2016) which has (2) parts and Factors to
Consider in the Development of Self-Instructional Materials by Scott, (2000)
which has (1) part. The first part contains the personal background of the
respondents, second part contains the factors in choosing the TVL track third
part is their preferred path after graduation which they will rate extreme likely,
likely, unlikely and extreme unlikely and its effects on students’ academic
engagement which they will rate either strongly agree, agree, disagree, or
strongly disagree.
32
Data Gathering Procedure
The modified questionnaire was submitted to the adviser for comments
and suggestions. After so, it was edited for approval. The researcher then
gathered data through assessment of collective response of the respondents on
the correlates of students’ preference on TVL track and academic engagement in
BTVLEd-IA, BTLEd-HE and BTVTEd- Drafting Technology students,
questionnaires were distributed to the respondents. After giving the letter to the
dean’s office and receive an official approval, researchers asked permission to
the respondents inside the MSU-IIT campus on gathering data from them. After
answering the questions, the researchers gathered the entire questionnaire and
checked them. After each procedure, the researcher went over to their adviser
for statistical tool.
Statistical Treatment
Collected data were tabulated, coded and entered into a data matrix. The
computer software, Statistical Package for Social Sciences (SPSS), was used for
the following statistical tools;
1. Percentage (%)-used to get the percentage of the BTVLEd-IA, BTLEd-HE
and BTVTEd of first year student under the Department of Technology
Teacher Education.
2. Frequency (f) – used to determine how often the answers of the
respondents are in category.

33
3. Spearman rho Correlation – used to assist how well the respondents
relationship between the dependent variable and the independent
variable.
4. Cramér's V – used to determine the correlation of the respondent
relationship between the two variables.
Statistical Analysis
Table 1. Summary of Description in terms of Value of Spearman Rank

Correlation(r_s).
Value Interpretation
0.00 to ± 0.09 Negligible Relationship
0.10 to ± 0.30 Small or Slight Correlation
0.31 to ± 0.50 Medium, Substantial or marked Relationship
0 .51 to ± 1.00 Large, High or very high correlation
All tests were 2-tailed and p<0.05 was considered to be statistically
significant. The statistical calculations were performed using SPSS software.
Table 2. Factors in Choosing TVL Track Likert Scale’s Description
Scale Range Interpretation Description

4 3.25-4.00 Strongly Agree Highly Encouraged
3 2.50-3.24 Agree Encouraged
Moderately
2 1.75 -2.49 Disagree
Encouraged
1 1.00- 1.74 Strongly Disagree Not Encouraged
34
Table 3. Student’s Academic Engagement Relative to TVL track Likert Scale’s

Description

Very Positively
4 3.25-4.00 Strongly Agree
Engaged
3 2.50-3.24 Agree Positively Engaged
2 1.75 -2.49 Disagree Negatively Engaged
Very Negatively
1 1.00- 1.74 Strongly Disagree
Engaged
Table 4. Student’s Preferred Career Choice Likert Scale’s Description

4 3.25-4.00 Strongly Agree Extremely Likely
3 2.50-3.24 Agree Likely
2 1.75 -2.49 Disagree Unlikely
1 1.00- 1.74 Strongly Disagree Extremely Unlikely
35
CHAPTER IV
RESULTS AND DISCUSSION
This chapter mainly deals with the data of the study which are collected as
well as generated during the period of investigation. This study aimed to examine
the respondent’s level of preferences on TVL track and its relationship with their
level of academic engagements in terms of their interest, study habits, academic
ability, teacher related aspect and on-instructional materials. The flow of the
presentation, discussion and analysis of data follows the pattern of the study’s
statement of the problem.
1. The profile of the respondents.
A. Age
(28)39%
(43)61% 18 yrs old

19 yrs and above
Figure 2. Frequency and Percentage Distribution According to Age of the

Respondents.
Figure 2 presents the frequency and percentage distribution according to
age of the respondents. As depicted in the table above, 60.6% of the
respondents were at least 19 years old and above while only 39.4% of the
36
respondents were 18 years old. This indicates that almost two-thirds of the
respondents were at least 19 years old and above.
According to Leung (2008), each stage has a corresponding vocational
developmental task one has to successfully manage to which is arranged
chronologically according to its age range.
B. Sex
(20)28%
Male
(52)72% Female
Figure 3. Frequency and Percentage Distribution According to Sex of the

Respondents.
sex of the respondents. As depicted in the table above that 71.8% of the
respondents were female, while only 28.2% were male. This indicates that
almost three – quarters of the respondents who took TVL track were dominated
by female. In addition, Mihyeon (2009), points out that men have a more liberal
and progressive style of thinking and women prefer a hierarchal style of thinking.
37
C. Course
(33)23.9%
(33)46.5% BTLEd-IA
BTVTEd-DT
(21)29.6% BTLEd-HE
Figure 4. Frequency and Percentage Distribution According to

Course of the Respondents.
Figure 4 presents the frequency and percentage distribution
according to course of the respondents. It clearly shows that 46.5% of the
respondents took BTLEd - IA, 29.6% took BTVTEd, while only 23.9% took
BTLEd - HE. This indicates that almost half of the respondents took BTLEd – IA,
while almost a quarter took BTLEd– HE.
According to Taylor & Parsons, (2011) evidently, there is still a noticeable
gap in the levels of student engagement from school to school and from course
to course. To explain the occurrence of this gap, one can speak of either good or
bad teachers or good and bad students. However, as the practical evidence
indicates, the difference takes place because of different levels of students’
engagement from class to class and from school to school.

38
D. Family’s Monthly Income
(17)24%
(33)46%
P 10,000 below
(21)30% P 10,000- 20,000

P 20,000 and above
Figure 5.Frequency and Percentage Distribution According to Parents

Monthly Income of the Respondents.
parent’s monthly income of the respondents. It clearly shows that in that 46.5% of
the respondents reported an income at least Php 10,000 below, 29.6% reported
an income between Php 10,000 and Php 20,000, while only 23.9% reported an
income above Php 20,000. This indicates that three-quarters of the respondents
had an income below Php 20,000.00. This implies that most of the respondents
belong to the low class income based on the Philippine Statistics Authority (PSA)
socioeconomic classes.
According to Morrisey, (2013) low family income is associated with poor
academic achievement among children. Higher rates of school absence and
tardiness may be one mechanism through which low family income impacts
children’s academic success.

39
E. Father’s Educational Attainment
Fathers Educational Attainment
(6)9%
Elementary Grad Level
(25)35%
(40)56% High School Grad and High
School Level
TESDA/College Level/College
Graduate/MA/PhD
Figure 6. Frequency and Percentage Distribution According to Father’s

Educational Attainment of the Respondents.
father’s educational attainment of the respondents. As shown in the figure, that
56.3% of the respondents’ fathers were at least TESDA, College Level or
graduate, while 35.2% and 8.5% were at least high school level or graduate and
elementary level or graduate, respectively. This indicates that more than half of
the respondents’ fathers were at least TESDA, College Level or graduate, while
one-third of the respondents’ fathers only attained high school level or graduate
According to Johnson et al., in the study of Boxer et al., (2010), the
parents educational attainment and fathers occupational status were related
positively to their children adulthood occupational status were related positively

40
to their children’s adulthood occupational status. With the involvement of the
parents, the children’s performance and levels of educational attainment are
positively affected.
F. Mother’s Educational Attainment
Mothers Educational Attainement
(7)10%
Elementary Grad Level

(33)46%
High School Grad and High

(31)44%
School Level
TESDA/College Level/College
Graduate/MA/PhD
Figure 7. Frequency and Percentage Distribution According to Mother’s

Educational Attainment of the Respondents.
mother’s educational attainment of the respondents. As shown in the figure, that
46.5% of the respondents’ mothers were at least TESDA, College Level or
graduate, while 43.7% and 9.9% were at least high school level or graduate and
elementary level or graduate, respectively. This indicates that almost half of the
respondents’ mothers were at least TESDA, College Level or graduate, while
almost half of the respondents’ mothers only attained high school level or
graduate.
41
According to Rogers et al., (2009) Fathers’ academic pressure was
predictive of lower achievement, whereas mothers’ encouragement and support
predicted higher achievement. Both parents used more academic pressure with
their sons, whereas using more encouragement and support with their daughters.
The effects of parental involvement were mediated through children’s academic
competence.
G. Father’s Occupation
Medical, Teaching,
Engineering and other
Technical Services Related
Occupation: Doctor, Nurse,
Engineer, Teacher, Technician
& OFW.
(3)4% Business related Occupation:
Accountant, Sales Clerk, and
Businessman, Self-Employed.
(16)23% (25)35%
(7)10% Transportation, Distribution

and Logistics Occupation:
Driver
(20)28%
Government, Public Safety

and Security related
Occupation: Government
Employed, Military, Security
Guard
No Occupation
Figure 8 Frequency and Percentage Distribution According to Father’s

Occupation of the Respondents.
42
father’s occupation of the respondents. As shown in the figure, that 35.2% of, the
respondents’ father’s occupation was at least related to medical, teaching,
engineering and other technical services such as doctor, nurse, engineer,
teacher, technician and OFW. Data also shows that 28.2% of the respondents’
fathers’ occupation was related to business such as accountant, sales clerk, and
businessman and self-employed. Result also shows that 22.5% of the
occupations were related to government, public safety and security such as
government employed, military and security, while only 9.9% were related to
transportation, distribution and logistics occupation such as driver. This indicates
that majority of the respondents’ fathers had jobs; while only 4.2% reported that
their fathers were unemployed.
According to Wattles (2009) notes that as children move to the
adolescent’s stage they search for career cues by looking to their parents for
career advice or as role models.

43
H. Mother’s Occupation
Housewife
Medical, Teaching, Engineering

and other Technical Services
(10)14% Related Occupation: Doctor,
(2)3% Nurse, Engineer, Teacher,
(29)41% Technician & OFW.
Business related Occupation:
Accountant, Sales Clerk, and
28% Businessman, Self-Employed.
(10)14% Transportation, Distribution and

Logistics Occupation: Driver
Government, Public Safety and

Security related Occupation:
Government Employed, Military,
Security Guard
Figure 9. Frequency and Percentage Distribution According to Mother’s

Occupation of the Respondents.
mother’s occupation of the respondents. As shown in the figure, that 28.2% of
the respondents’ mother’s occupation was at least related to business such as
accountant, sales clerk, and businessman and self-employed; 14.1% were
related to medical, teaching, engineering and other technical services such as
doctor, nurse, engineer, teacher, technician and OFW and another 14.1% were
related to government, public safety and security such as government employed,
military and security. Result also shows that 40.8% of the respondents’ mothers
44
were housewives. This indicates that more than half of the respondents’ mothers
had jobs and were earning an additional income to their respective family.
According to Pummel et.al (2004) note that many people are third or fourth
generations of their families career heritage. This is because they have an
insider’s glimpse into their parent’s occupation making it better for their
breakthrough into the industry.
2. The respondents’ level of preferences on TVL tracks in terms of;
Table 5. Mean Distribution showing the respondent’s level of preferences

on TVL track in terms of personal factors.
Indicators Mean Std. Description

Deviation
I have participated in orientations about career 3.22 0.913 Encouraged
choice, and TVL became my interest.
I have definitely made a choice to be in TVL track. 3.21 0.893 Encouraged
I have no career plans at that time. 2.70 1.034 Encouraged
I have done career research on my own and I found 2.66 1.041 Encouraged
TVL as an answer to that.
I have considered applying a job after graduating to 2.32 1.079 Moderately
TVL. Encouraged
I was limited to choosing TVL because of my grades 1.86 1.004 Moderately
Encouraged
Overall 2.66 0.522 Encouraged
Legend:
Range of Mean Interpretation Description
3.25-4.00 Strongly Agree Highly Encouraged
2.50-3.24 Agree Encouraged
1.75 -2.49 Disagree Moderately Encouraged
1.00- 1.74 Strongly Disagree Not Encouraged
Table 5 presents the mean distribution according to respondent’s rating on
the level of preferences on TVL track in terms of personal factors. The
respondents’ agree on the statement “I have participated in orientations about
career choice, and TVL became my interest” got the highest mean rating
(M=3.22, SD=0.913) and described as “encouraged”, while their rating on “I was

45
limited to choosing TVL because of my grades” got the lowest mean rating
(M=1.86, SD=1.004) and described as “moderately encouraged”. On the overall
evaluation, most of the respondents’ preferences on TVL track were encouraged
or influenced by their personal choice (M=2.66, SD=0.522).
According to Holland (1959), a person is attracted to a particular career if
it will meet their personal needs and their primary interest type which plays a
major role in career choice and satisfaction.

on TVL track in terms of parent’s encouragement.

Deviation
My parents were supportive on my decisions upon 3.24 0.869 Encouraged
choosing TVL.
My parents kept me on motivating to pursue TVL. 2.87 0.909 Encouraged
My parents encouraged me to pursue in the TVL track. 2.32 0.953 Moderately
Encouraged
Legend:

the level of preferences on TVL track in terms of parent’s encouragement. The
respondents’ agree on the statement “My parents were supportive on my
decisions upon choosing TVL” got the highest mean rating (M=3.24, SD=0.869)
and described as “encouraged”, while their rating on “My parents encouraged me
to pursue in the TVL track” got the lowest mean rating (M=2.32, SD=0.953) and
described as “moderately encouraged”. Generally, most of the respondents’

46
preferences on TVL track were encouraged or influenced by their parents
(M=2.81, SD=0.682).
According to Sheldon (2009), the parents who have strong academic
support to their children were most likely to succeed.

on TVL track in terms of teachers/classmates/friends encouragement.

Deviation
My teachers involved me in career-related TVL activities 2.97 0.925 Encouraged
in the classroom.
My teachers we’re talking to me about TVL. 2.84 1.037 Encouraged
My friends motivated me in choosing TVL which is 2.59 0.994 Encouraged
suitable for my skills.
My friends helped me in choosing TVL which is suitable 2.58 0.995 Encouraged
for my skills.
I want to follow where majority of my classmates we’re 2.44 1.024 Moderately
choosing TVL. Encouraged
Legend:

the level of preferences on TVL track in terms of teachers, classmates and
friends’ encouragement. The respondents’ agree on the statement “My teachers
involved me in career-related TVL activities in the classroom” got the highest
mean rating (M=2.97, SD=0.925) and described as “encouraged”, while the
respondents’ rating on “I want to follow where majority of my classmates we’re
choosing TVL” got the lowest mean rating (M=2.44, SD=1.024) and described as
“moderately encouraged”. Relatively, the respondents’ preferences on TVL track

47
were encouraged or influenced by their teachers, classmates and friends
(M=2.68, SD=0.745).
The result was supported by Stipek (2002), if the teacher has confidence
in student’s underlying abilities as well as helping a student figure out how to
reach high levels of understanding and performance will help the students’ to
shape student motivation. Wildman and Torres (2002) found out that there are
many people in student’s life that influence their career decision but a teacher
can also have huge impact on a student’s life as well.
Table 8. Mean Distribution showing the Respondent’s level of preferences

on TVL track in terms of community and church encouragement.

Deviation
My community organization gave me the impression 2.51 1.026 Encouraged
that TVL can make my life better.
My community organization encouraged me to pursue 2.28 0.944 Moderately
TVL. Encouraged
My church organization motivated me to choose TVL as 2.10 0.943 Moderately
my track. Encouraged
My church organization helped me decide in choosing 2.10 0.864 Moderately
TVL as the appropriate track. Encouraged
Overall 2.25 0.673 Moderately
Encouraged
Legend:

the level of preferences on TVL track in terms of community and church’s
encouragement. The respondents’ agree on the statement “My community
organization gave me the impression that TVL can make my life better” got the
48
highest mean rating (M=2.51, SD=1.026) and described as “encouraged”, while
the respondents assessment on “My church organization helped me decide in
choosing TVL as the appropriate track” got the lowest mean rating (M=2.10,
SD=0.864) and described as “moderately encouraged” only. Relatively, most of
the respondents’ preferences on TVL track were at least moderately encouraged
by the community and church they belong to
(M=2.25, SD=0.673).
According to Fizer (2013), aside from the encouragement children get
from their family and peers and school community also plays a big role in
influencing them with their career choice. As mentioned in the study of Gavo,
(2014) spirituality and religion also have a role in career choice.

on TVL track in terms of opportunity factor.

Rating Deviation
The location of the school which offers TVL is accessible 3.14 0.899 Encourage
to my residence.
The TVL track is available in our community. 3.11 0.887 Encourage
There are numerous job opportunities for TVL in our 3.01 0.948 Encourage
community.
I have access to employment in a family business which 2.93 1.004 Encourage
is related to TVL after I graduate.
TVL jobs are in demand in our community. 2.89 1.049 Encourage
Money has been an issue that was why I choose TVL. 2.44 0.890 Moderately
Encourage
Overall 2.92 0.582 Encourage
Legend:

2.50-3.24 Agree Encourage
1.75 -2.49 Disagree Moderately Encourage
1.00- 1.74 Strongly Disagree Not Encourage
49
the level of preferences on TVL track in terms of opportunity factor. The
respondents’ agree on the statement “The location of the school which offers
TVL is accessible to my residence” got the highest mean rating (M=3.14,
SD=0.899) and described as “influence”, while, the respondents’ evaluation on
“Money has been an issue that is why I choose TVL” got the lowest mean rating
(M=2.44, SD=0.890) and described as “moderately influence”. Relatively, most of
the respondents’ preferences on TVL track were influence by the opportunity
offered by TVL track (M=2.92, SD=0.582).
This result was supported by Alutu (2002) stated that the environment
may influence the career student decision. The result was also supported by
Thout (1969), that states the income level of a family may determine what career
a student choose during a specific time in student’s life.

on the Preferred Career Choice.

Deviation
I want to be a teacher. 2.86 1.099 Likely
I want to be a chef. 2.53 1.229 Likely
I want to be an engineer. 2.35 1.148 Unlikely
I want to be a doctor. 2.21 1.133 Unlikely
I want to be a chemist. 2.18 1.099 Unlikely
I want to be a lawyer. 2.00 1.056 Unlikely
Legend:

3.25-4.00 Strongly Agree Extreme Likely
2.50-3.24 Agree Likely
1.75 -2.49 Disagree Unlikely
1.00- 1.74 Strongly Disagree Extreme Unlikely
50
Table 10 presents the mean distribution showing the respondent’s level of
preferences about their preferred career choice. It can be observed that most of
the respondents’ preferred career choice was “teacher” (M=2.86, SD=1.099).
Thus, this indicates that most of the respondents most likely wanted to be a
teacher and wanted to teach about Technical, Vocational and Livelihood related
works. Furthermore, respondents’ second preferred choice of career was “chef”
(M=2.53, SD=1.229). This indicates that aside from teaching, most of the
respondents wanted to explore the world of cooking as “chef”, which is related to
TVL track.
The result was supported Hamilton, (2000), the students can discover
opportunities that are perfectly matched to his/her interest or skills and help to
expanding the knowledge and skills needed for that career.

51
3. The students’ level of academic engagement in terms of:
Table 11. Mean Distribution showing the Respondent’s level of academic

engagement in terms of Interest.

Deviation
I am satisfied that I graduated in the TVL track. 3.38 0.921 Very Positively
Engaged
I am disappointed whenever I miss one activity. 3.38 0.663 Very Positively
Engaged
I want to get good grades, on test quizzes, 3.35 0.678 Very Positively
assignments and projects. Engaged
I listen attentively to the lecture of my teacher. 3.32 0.732 Very Positively
Engaged
I actively participate in the discussion, doing 3.31 0.646 Very Positively
activities and/ or clarifying things I did not Engaged
understand.
I am excited in engaging myself in the class that is 3.28 0.881 Very Positively
related to TVL. Engaged
I am curious as to the lesson to be tackled relating 3.25 0.806 Very Positively
to TVL. Engaged
I always make myself prepared for the subject. 3.24 0.726 Positively
Engaged
I get frustrated when the discussion is interrupted or 3.21 0.695 Positively
the teacher is absent. Engaged
I can say that I was right to choose TVL and to 3.17 1.000 Positively
pursue my new course. Engaged
I am feeling enthusiastic about my new course 3.15 0.905 Positively
related about TVL. Engaged
Overall 3.27 0.490 Very Positively
Engaged
Legend:
3.25-4.00 Strongly Agree Very Positively Engaged
2.50-3.24 Agree Positively Engaged
1.75 -2.49 Disagree Negatively Engaged
1.00- 1.74 Strongly Disagree Very Negatively Engaged
Table 11 presents the mean distribution according to respondent’s level of
academic engagement in terms of interest. The respondents’ strongly agree on
the statement “I am satisfied that I graduated in the TVL track” (M=3.38,
SD=0.663) and “I am disappointed whenever I miss one activity” (M=3.38,

52
SD=0.663) got the highest mean rating and described as “very positively
engaged”. The respondents evaluation on “I am feeling enthusiastic about my
new course related about TVL” got the lowest mean rating (M=3.15, SD=0.905)
and described as “positively engaged”. Relatively, the respondents were very
positively engaged on their interest related to TVL (M=3.27, SD=0.490).
This result was supported and grounded by Bandura (1977); it states that
interest is regulated by self-efficacy and an outcome expectation, which means
people, will form lasting interest in activities when they view themselves as
competent at it and when they anticipate that performing it will produce valued
outcomes.
53

engagement in terms of study habits.

Deviation
I have a specific place of study at home which I 3.28 0.680 Very Positively
keep clean and orderly manner. Engaged
I exert more effort when I do difficult things. 3.25 0.670 Very Positively
Engaged
I do my assignments regularly. 3.24 0.620 Positively
Engaged
I study and prepared for quizzes and tests. 3.22 0.513 Positively
Engaged
I prefer finishing my studying and my 3.22 0.637 Positively
assignments first before watching any television Engaged
program
I see to it that extracurricular activities do not 3.20 0.709 Positively
hamper my studies Engaged
I study the lessons I missed if I was absent from 3.14 0.682 Positively
the class. Engaged
I spend my vacant time in doing assignments or 3.07 0.683 Positively
studying my lessons. Engaged
I study harder to improve my performance when I 3.07 0.762 Positively
get low grades. Engaged
I spend less time with my friends during school 2.90 0.700 Positively
days to concentrate more on my studies. Engaged
Overall 3.16 .351 Positively
Engaged
Legend:

academic engagement in terms of study habits. The respondents’ agree on the
statement assessment on “I have a specific place of study at home which I keep
clean and orderly manner” got the highest mean rating (M=3.28, SD=0.68) and
described as “very positively engaged”, while the respondents evaluation on “I
spend less time with my friends during school days to concentrate more on my
54
studies” got the lowest mean rating (M=2.90, SD=0.700) and described as
“positively engaged”. Relatively, the respondents were positively engaged in
terms of their study habits related to TVL track (M=3.16, SD=0.351).
The result was supported by Zimmerman (1986), the students who are
high in metacognitive and self-regulatory abilities are thought to be characterized
by active involvement in their own learning process, continuous planning, and
carefully monitoring of the task that they are required to complete, their own
study behaviors, and the match between task and study behavior. Moreover, as
stated by Ley (1998), self-regulated learners seek assistance from peers and
teacher, possess high self-efficacy and effective time management skills and are
goal directed and self-motivated.

55

engagement in terms of academic ability.

Deviation
I think this activity will be useful for the 3.56 0.649 Very Positively
development of my future projects. Engaged
I think that this activity is relevant to the course and 3.53 0.605 Very Positively
to my curriculum. Engaged
I prepare all the materials to be needed for our 3.51 0.531 Very Positively
activity. Engaged
I consider that the development of this activity 3.49 0.63 Very Positively
challenges my ability to perform. Engaged
I always get excited for our laboratory activity. 3.46 0.672 Very Positively
Engaged
I think these activities will help my performance 3.46 0.605 Very Positively
increase. Engaged
I receive help in problems related to the activity. 3.45 0.58 Very Positively
Engaged
I think that this type of activities encourages me to 3.44 0.712 Very Positively
work better. Engaged
I am satisfied with my opportunities to use tools 3.42 0.625 Very Positively
and equipment. Engaged
I can say that my knowledge in TVL increased. 3.41 0.645 Very Positively
Engaged
I have made progress in my ability in this course. 3.32 0.732 Very Positively
Engaged
Engaged
Legend:

academic engagement in terms of academic activity. The respondents’ strongly
agree on the statement “I think this activity will be useful for the development of
my future projects” got the highest mean rating (M=3.56, SD=0.649) and
described as “very positively engaged”, while the respondents’ evaluation on “I
have made progress in my ability in this course” got the lowest mean rating
56
(M=3.32, SD=0.732) and described as “very positively engaged”. Relatively, the
respondents were very positively engaged in terms of their academic activity
related to TVL track (M=3.47, SD=0.473).
The result was supported by Hackling (2015), it is stated that cognitively
engaged students are those who are completely invested into the process of
learning and those who seek to go even beyond the requirements.

engagement in terms of teacher-related aspect.

Deviation
Guides the student in performing the activity. 3.56 0.527 Very Positively
Engaged
Gives examples and ideas. 3.55 0.555 Very Positively
Engaged
Explains the objectives of the lesson clearly at the 3.52 0.531 Very Positively
start of each period. Engaged
Activities planned to augment information on TVL. 3.52 0.557 Very Positively
Engaged
Is updated with present trends, relevant to the 3.49 0.606 Very Positively
subject matter. Engaged
Demonstrate first the activity. 3.49 0.606 Very Positively
Engaged
Is organized in exercises design to reinforce 3.45 0.604 Very Positively
content. Engaged
Gives and explain rubric in evaluating the activity. 3.45 0.604 Very Positively
Engaged
Uses various strategies, teaching aids/devices 3.44 0.603 Very Positively
techniques in presenting the lessons. Engaged
Is organized in presenting subject matters by 3.38 0.663 Very Positively
systematically following course outline. Engaged
Has mastery of the subject matter. 3.35 0.699 Very Positively
Engaged
Engaged
Legend:

57
academic engagement in terms of teacher-related aspect. The respondents’
strongly agree on the statement “Guides the student in performing the activity”
got the highest mean rating (M=3.56, SD=0.527) and described as “very
positively engaged”, while, the respondents’ evaluation on “Has mastery of the
subject matter” got the lowest mean rating (M=3.35, SD=0.699) and described as
“very positively engaged”. Relatively, the respondents were very positively
engaged in terms of their teacher-related aspect (M=3.47, SD=0.449).
The result was supported by Downey (2008), stated that teachers need to
know how their daily work in classrooms can be infused with interactions and
instructional strategies that research has shown can make a positive difference in
the lives of students who are at risk of academic failure.

58

engagement in terms of on-instructional materials.

Deviation
Uses PowerPoint presentation to explain the 3.63 0.514 Very Positively
lesson. Engaged
Uses resourceful tools and equipment for project 3.63 0.541 Very Positively
development. Engaged
Present the tools and equipment needed for the 3.63 0.569 Very Positively
activity. Engaged
Arrangements to obtain materials were made. 3.59 0.575 Very Positively
Engaged
Introduce special equipment/supplies needed. 3.59 0.575 Very Positively
Engaged
Video presentation showing about the lesson. 3.55 0.604 Very Positively
Engaged
Chalks and blackboards in explaining the lesson. 3.32 0.789 Very Positively
Engaged
Engaged
Legend:

academic engagement in terms of on-instructional materials. The respondents’ is
strongly agree on the statement “Uses PowerPoint presentation to explain the
lesson” (M=3.63, SD=0.514); “Uses resourceful tools and equipment for project
development” (M=3.63, SD=0.541) and “Present the tools and equipment needed
for the activity” (M=3.63, SD=0.569) got the highest mean rating and described
as “highly influence”. However, the respondents’ evaluation on “Chalks and
blackboards in explaining the lesson” (M=3.32, SD=0.789) got the lowest mean
rating and described as “highly influence”. Relatively, the respondents were
highly influence in terms of on-instructional materials (M=3.56, SD=0.475). The

59
result was supported by Corpuz and Lucido (2008) express the standards to
consider in the selection of instructional materials: Instructional Materials give a
true picture of the idea/ subject presented. Instructional Materials contribute
meaningful content to the topic. The instructional materials help the teacher
achieve the instructional objectives. The instructional materials are appropriate
for the age, intelligence, and experience of the learners. The physical condition of
the instructional material is satisfactory. Instructional materials help to make
students better thinker and develop their critical faculties. The instructional
materials worth the time to expense and effort involved.
Table 16. Correlates of Students Preference on TVL Track and Academic
Engagement
Composite Degrees of Quality General
Mean responses Description Description
Students Level of 2.67 Agree Encouraged Favorable
Preference
Students Level of 3.38 Strongly Agree Very Positively Favorable
academic Engaged
Engagement
3.02 Agree Favourable
Legend:
Description Description General
Range Interpretation ( Level of (Academic Description
Preference) Engagement)
Very Positively Highly
Engaged Favourable
Positively
Engaged Favourable
Moderately Negatively
1.75 -2.49 Disagree
Encouraged Engaged Unfavourable
Strongly Very Negatively Highly
1.00- 1.74 Not Encourage
Disagree Engaged Unfavourable
60
Table 16 presents the Correlates of Students Preference on TVL Track
and Academic Engagement. A mean is computed based on the responses in
every statement used to measure their preference of TVL track towards their
academic engagement. Moreover, the table revealed that the respondent’s total
responses in their academic engagement generated a total overall mean of 3.02.
This is according to the scale used in the Interpretation of the Weighted Mean
(refer to Table 3. Student’s Academic Engagement Relative to TVL track Likert
Scale’s Description) .It is therefore, concluded that the respondents have a
favourable view towards their academic engagement.

61
4. Testing the significant relationship between the profile of the

respondents and their level of academic engagement.
Table 17. Results of Spearman Rho Correlation Test for Respondent’s

Assessment on the relationship between the profile of the respondents and
their level of academic engagement.
Academic Engagement Spearman P-value Remarks

Rho
Age Interest 0.015 ±0.903 Not Significant
Study Habits 0.018 ±0.884 Not Significant
Academic Ability -0.131 ±0.275 Not Significant
Teacher-Related Aspect -0.156 ±0.195 Not Significant
On-Instructional Materials -0.116 ±0.335 Not Significant
Parents’ Interest -0.310 ±0.009 Significant
Monthly Study Habits 0.008 ±0.949 Not Significant
Income Academic Ability -0.073 ±0.543 Not Significant
Teacher-Related Aspect -0.018 ±0.881 Not Significant
On-Instructional Materials 0.004 ±0.974 Not Significant
Level of Significance ( ) = 0.05
Value Interpretation
0.00 to ± 0.09 Negligible Relationship
0.10 to ± 0.30 Small or Slight Correlation
0.31 to ± 0.50 Medium, Substantial or marked Relationship
0 .51 to ± 1.00 Large, High or very high correlation
Table 17 shows an analysis using Spearman rho correlations in order to
validate the relationship between respondent’s demographic profile and their
level of academic engagement. A two-tailed test of significance revealed that
there was a marked relationship that is significant between the respondent’s
parent’s monthly income and their level of academic engagement in terms of
interest (r = -0.310, p<0.01), indicating that some respondents with low income
tend to have positive level of engagement on their interest related to TVL track or
vice versa. According to Beggs et al., (2008), the salary and benefits of that job
do not play a role in this decision. In a research study the factor “match with
interest” rated over job characteristics, major attributes, and psychological and
social benefits is important when students choose a major.

62
Conversely, results revealed that there was no significant correlation
between age and their level of academic engagement in terms of interest, study
habits, academic ability, teacher-related aspect and on-instructional materials.
This study has failed to prove that respondent’s level of academic engagement is
correlated with age.

63
Table 18.Results of Cramer’s V Correlation Test for Respondent’s

Assessment on the relationship between the profile of the respondents and
Level of Academic Engagement Cramer’s V P-value Remarks

Sex Interest 0.138 0.715 Not Significant
Academic Ability 0.129 ±0.554 Not Significant
Teacher-Related Aspect 0.080 ±0.796 Not Significant
Course Interest 0.227 ±0.290 Not Significant
On-Instructional Materials 0.273 ±0.032 Significant
Father’s Interest 0.218 ±0.347 Not Significant
Educational Study Habits 0.184 ±0.310 Not Significant
Attainment Academic Ability 0.059 ±0.973 Not Significant
Mother’s Interest 0.110 ±0.944 Not Significant
Educational Study Habits 0.096 ±0.861 Not Significant
Attainment Academic Ability 0.153 ±0.506 Not Significant
Father’s Interest 0.133 ±0.935 Not Significant
Occupation Study Habits 0.302 ±0.053 Not Significant
Mother’s Interest 0.258 ±0.290 Not Significant
Occupation Study Habits 0.132 ±0.963 Not Significant
Level of Significance ( ) = 0.05
Interpretation
Value
Negligible Relationship
0.00 to ± 0.09
Small or Slight Correlation
0.10 to ± 0.30
Medium, Substantial or marked
0.31 to ± 0.50
Relationship
0 .51 to ± 1.00
Large, High or very high correlation
Table 18 shows an analysis using Cramer’s V correlations in order to
validate the relationship between respondent’s demographic profile of the
respondents and their level of academic engagement. A two-tailed test of
significance revealed that there was a substantial correlation significant between

64
the respondent’s course and their level of academic engagement in terms of on-
instructional materials (φc= 0.273, p<0.01). Result shows that the proportion of
respondents from BTLEd-IA, who were very positively engaged was relatively
higher compared to BTVTEd – DT and BTLEd – HE. According to Corpuz and
Lucido (2008) instructional materials express the standards to consider in the
selection of instructional materials: Instructional Materials give a true picture of
the idea/ subject presented. Instructional Materials contribute meaningful content
to the topic. The instructional materials help the teacher achieve the instructional
objectives. The instructional materials are appropriate for the age, intelligence,
and experience of the learners. The physical condition of the instructional
material is satisfactory. Conversely, results revealed that there was no
significant correlation between course and their level of academic engagement in
terms of interest, study habits, academic ability and teacher-related aspect.
However, results also showed that there was no significant relationship
between sex, father’s and mother’s educational attainment; father’s and mother’s
occupation and their level of academic engagement.

65
5. Testing the significant relationship between the student’s

preference on TVL track and their level of academic engagement.
Table 19.Results of Spearman Rho Correlation Test between student’s level

of preference on TVL track and their level of academic engagement.
Level of Preference on TVL Level of Academic R-value P- Remarks

track Engagement value
Personal Factors Interest 0.382 0.01 Significant
Study Habits 263* .027 Significant
Academic Ability .260* .029 Significant
Teacher-Related Aspect .230 .053 Not Significant
On-Instructional Materials .155 .196 Not Significant
Parents Encouragement Interest .488** .000 Significant
Study Habits .180 .133 Not Significant
Academic Ability .364** .002 Significant
Teachers/Classmate Interest .383** .001 Significant
s/Friends Encouragement Study Habits .136 .258 Not Significant
Academic Ability .203 .090 Not Significant
Community/Church Interest .224 .060 Not Significant
Encouragement Study Habits .067 .580 Not Significant
Opportunity Factor Interest .391** .001 Significant
Study Habits -.010 .934 Not Significant
Academic Ability .301* .011 Significant
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Table 19 presents the results of spearman rho correlation test between
students’ level of preference on TVL track and their level of academic
engagement related to TVL track.
In terms of personal factors, data shows that personal factors were slightly
related showed significant with interest ( = 0.382, p<0.01); study habits ( =
0.263, p<0.05) and academic ability ( = 0.260, p<0.05). This indicates that
66
those respondents with higher level on preferences on TVL track in terms of
personal factors tend to have higher level of academic engagement on TVL track
relative to interest, study habits and academic activity. According to Sear and
Gordon as cited in the study of Gavo (2014), it is advantageous to a person if he
is aware of his own personality because it increases self-awareness and helps
on choosing his career in life. Also, according to Fizer (2013), personality is an
important factor in choosing a career.
In connection with parent’s encouragement, data shows that parent’s
encouragement was slightly correlated showed significant with interest ( =
0.488, p<0.01) and academic ability ( = 0.364, p<0.01). This result indicates
that those respondents with higher level of preferences on TVL track in terms of
parent’s encouragement tend to have higher level of academic engagement on
TVL track relative to interest and academic activity. Thus, according to Schultheis
as cited in the study of Kumar (2016), parents encourage their children to
analyse first their vocational interest, abilities and chosen career, and
subsequently help them to reflect on career choice.
Concerning with teachers, classmate and friends encouragement, data
shows that their encouragement were slightly correlated showed significant with
interest ( = 0.383, p<0.01), indicating that those respondents with higher level
of preferences on TVL track in terms of teachers, classmate and friends
encouragement tend to have higher level of academic engagement on TVL track
relative to interest. Thus, according to Wildman and Torres (2002), there are
many people in the students’ life that can influence their career decisions. Most
67
of the time friends, parents and friends play a large role, but coaches and
teachers can also have a huge impact on the students’ life. Also according to
Stookey (2004), the advice counselors mostly gave application process and
funding problems, while it is the classroom teachers that gave more academic
advice.
Regarding to opportunity factor, data reveals that opportunity was slightly
related significant to interest ( = 0.391, p<0.01) and academic ability ( =
0.301, p<0.01). This result indicates that those respondents with higher level of
preferences on TVL track in terms of interest and academic activity tend to have
better level of academic engagement on TVL track relative to opportunity factor.
According to Mcglynn, (2007), Students will seek out schools that are well known
for that major or trade most students today are more concerned with the amount
of money they can earn. However, there are a few students who pursue their
dreams. Also this supports to the study of Oyebode (2010), opportunity shapes
the career choice of the students, opportunity may influence how students
perceive their future in terms of reasonable probability of a future in particular
career fields. The issue of poverty has played an important determining role in
the opportunities available to all.
However, this data has failed to show that respondents’ level of
preferences on TVL track in terms of community and church encouragement
were significantly correlated with level of academic engagement relative to
interest, study habits, academic ability, teacher-related aspect and on-
instructional materials.
68
Table 20. Results of Spearman rho Correlation Test between student’s

preferred career choice and their level of academic engagement.
Preferred career Level of Academic R-value P-value Remarks

choice Engagement
I want to be a teacher Interest .003 .977 Not Significant
Study Habits -.061 .614 Not Significant
Academic Ability -.096 .425 Not Significant
Teacher-Related Aspect -.152 .207 Not Significant
On-Instructional Materials -.026 .830 Not Significant
I want to be an Interest .024 .842 Not Significant
engineer Study Habits .000 .999 Not Significant
I want to be a doctor Interest -.118 .325 Not Significant
Academic Ability -.002 .987 Not Significant
I want to be a lawyer Interest -.106 .381 Not Significant
¤ Study Habits .165 .169 Not Significant
I want to be a Interest .011 .930 Not Significant
chemist Study Habits .207 .083 Not Significant
I want to be a chef Interest .109 .365 Not Significant
On-Instructional Materials -.104 .388 Not Significant
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Table 20 presents the results of Spearman rho correlation test between
students’ preferred career choice and their level of academic engagement related
to TVL track.
This data has failed to show that respondents’ preferred career choices
were significantly correlated with level of academic engagement relative to
interest, study habits, academic ability, teacher-related aspect and on-

69
instructional materials due to the answer of students on the career that has been
presented in the questionnaire there has no limitation in choosing their future
career. .
Thus according to (Brown, 2002), career development refers to a change
or a series of changes that occur in an individual’s career. Also, however, it
should be noted that not all change is developmental or means progression.
Career development as operationalised in this study refers to systematic and
successive changes in one’s professional life that is indicative of progression
(White, et. al 1992) these changes are marked by the hierarchical climbing of the
proverbial corporate ladder, increased salary, greater freedom to pursue interests
thus further developing one’s career and increased recognition and respect from
one’s peers.
70
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter deals on the summary, conclusions and recommendations
concerning the results of the study.
Summary of Findings
The salient findings of the study are as follows:
1. The profile of the respondents.
1.1 Age. Majority (60.6%) of the respondents were at least 19 years
old.
1.2 Sex. Majority (71.8%) of the respondents were female.
1.3 Course. A highest in number (46.5%) of the respondents took
BTLEd-IA.
1.4 Parent’s Monthly Income. A highest in number (46.5%) of the
respondents reported an income at least Php 10,000 below.
1.5 Father’s Educational Attainment. Majority (56.3%) of the
respondents’ fathers were at least TESDA, College Level or
graduate.
1.6 Mother’s Educational Attainment. A highest in number (46.5%) of
the respondents’ mothers were at least TESDA, College Level or
graduate.
1.7 Father’s Occupation. A highest in number (35.2%) of the
respondents’ father occupations were at least related to medical,

71
teaching, engineering and other technical services such as doctor,
nurse, engineer, teacher, technician and OFW.
1.8 Mother’s Occupation. A highest in number (28.2%) of
the respondents’ mother occupations was at least related to
business such as accountant, sales clerk, and businessman and
self-employed.
2. The respondents’ level of preferences on TVL tracks
2.1 Personal Factor. The respondents’ preferences on TVL track were
encouraged or influenced by their personal choice (M=2.66).
2.2 Parents Encouragement. The respondents’ preferences on TVL
track were encouraged by their parents (M=2.81).
2.3 Teachers/Classmates/Friends Encouragement. Relatively, the
respondents’ preferences on TVL track were encouraged by their
teachers, classmates and friends (M=2.68).
2.4 Community/Church Encouragement. The respondents’ preferences
on TVL track were at least moderately encouraged by the
community and church they belong (M=2.25).
2.5 Opportunity Factor. The respondents’ preferences on TVL track
were influenced by the opportunity offered in the community
(M=2.92).
2.6 Preferred Career Choice. Aside from teaching, the respondents

72
want to explore the world of cooking as “chef”, which is related to
TVL track(M=2.53).
3. The students’ level of academic engagement
3.1 Interest. The respondents were very positively engaged on their
interest related to TVL (M=3.27).
3.2 Study Habits. The respondents were positively engaged in terms of
their study habits related to TVL track (M=3.16).
3.3 Academic Ability. The respondents were very positively engaged in
terms of their academic activity related to TVL track (M=3.47).
3.4 Teacher Related Aspect. the respondents were very positively
engaged in terms of their teacher-related aspect (M=3.47).
3.5 On Instruction Materials. the respondents were highly influence in
terms of on-instructional materials (M=3.56).
4. Testing the significant relationship between the profile of the respondents and
4.1 On the profile variables parents monthly income significantly
correlates with academic engagement in terms of interest (r = -
0.310, p<0.01). Course that have significantly correlates with on
instructional materials (φc= 0.273, p<0.01).
5. Testing the significant relationship between the student’s preference on TVL
track and their level of academic engagement.
5.1 On the student’s preference on TVL track, variables such as

73
personal factors (M=2.66) significantly correlates with interest,
study habits and academic ability, environmental factors like
parents encouragement(M=2.81) showed significance in terms
of interest and academic ability, teachers/classmates/friends
encouragement(M=2.68) significantly correlates with interest,
opportunity factors (M=2.92) showed significantly in terms of
interest and academic ability, were found to have significant
relationship with academic engagement of the respondents.
Conclusion
Based on the forgoing findings of the study, the following conclusions are
drawn:
1. The respondent’s levels of preference on TVL track are encouraged.
2. It was found out that the preferred career preference of the
respondents’ is likely to be a chef.
3. The respondent’s academic engagements are positively engaged with
a composite average.
4. Only the parent’s monthly income and course in the profile of the
respondents significantly correlates towards academic engagement.
Thereby the null hypothesis stating that there is no significant
relationship between the profile of the respondents and academic
engagement is partially rejected.
5. In the level of students preference such as personal factors
significantly correlates towards interest, study habits and academic

74
ability, with parent’s encouragement that significantly correlate towards
interest and academic ability, for teachers/classmates/ friends
encouragement showed significance in terms of interest, lastly
opportunity factor that significantly correlates in terms of interest and
academic ability. Thereby the null hypothesis stating that there is no
significant relationship between the profile of the respondents and
academic engagement is partially rejected.
Recommendations
Based on the foregoing findings of the study, the following
recommendations are drawn:
1. Teacher’s instructional materials must be one of the salient factors to
consider and should have a proficiency in teaching major subjects
under the Department of Technology Teacher Education since it
significantly influence academic engagement.
2. Students should seek an advice from their parents or relatives in taking
consideration of their interest, study habits and their academic ability
upon choosing which course to pursue and in return parents should
provide support to their children regarding their courses.
3. It is recommended that the student must take consideration in
choosing a course considering that there are external factors that can
affect their engagement, the researchers recommend that the present
scales used in this research should be expanded and improved.

75
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84
APPENDICES
85
Appendix A
Mindanao State University

ILIGAN INSTITUTE OF TECHNOLOGY
COLLEGE OF EDUCATION
DEPARTMENT OF TECHNOLOGY TEACHER EDUCATION
December 04, 2018
JOSEFINA M. TABUDLONG, Ph.D.

Dean
College of Education
Dear Ma’am Tabudlong,
Greetings!
We, the undersigned are students of the Department of Technology Teacher Education, taking up
Bachelor of Science in Technology Teacher Education Major in Industrial Technology (BSTTE-
IT). We are conducting a survey as an input on our undergraduate thesis titled “Correlates of
Students Preference on TVL track and Academic Engagement” as a requirement for the
completion of the course.
In this connection, we are humbly asking your permission to administer survey-questionnaire

among the first-year college students undergone TVL track in the department of technology
teacher education. Rest assured that the information will be treated with the utmost confidentiality
and for the purpose of the study only.
We are looking forward that our request would merit your response. Thank you and more power.
Respectfully yours,
JECHEL A. COSTADA
HALNAISA M. PANTARAN
KATE JASHMINE Q. LAMBINO
PRINCESS ISSATHEA L. MANCERAS
Researchers
Noted by:
REY A. ETOM, MAIE
Thesis Adviser
OSUARDO A. PABATANG JR., MAIE

Chairman, DTTE
Appendix B 86

________________________
Dear Respondents:
Greetings!
We, the undersigned are students of the Department of Technology Teacher Education,
taking up Bachelor of Science in Technology Teacher Education Major in Industrial
Technology (BSTTE-IT). We are conducting a survey as in input on our undergraduate
thesis titled “Correlates of Students Preference on TVL track and Academic
Engagement “among first year students undergone TVL track.
In connection with this, we are requesting for your kind and cooperation in responding to
the survey questionnaire which will be needed in the completion of our undergraduate
thesis. Rest assured that the information will be treated with utmost confidentiality and
for the purpose of the study only.
Thank you and more power.
Respectfully yours,
JECHEL A. COSTADA
HALNAISA M. PANTARAN
KATE JASHMINE Q. LAMBINO
PRINCESS ISSATHEA L. MANCERAS
Researchers
Noted by:
REY A. ETOM, MAIE

Thesis Adviser
Noted by:
REY A ETOM, MAIE
Thesis Adviser
Appendix C 87
LETTER TO THE PANELIST
Mindanao State University– Iligan Institute of Technology

Iligan City
December 27, 2018
PROF. OSUARDO A. PABATANG JR.

Chairperson, DTTE
Sir:
We are pleased to inform you that our group has completed our thesis research entitled
“Correlates of Students Preference on TVL track and Academic Engagement”.
In connection with this, may we request that the final defense of our research be
scheduled on December 27, 2018, @10 am at CED room 211.
The following professors are respectfully requested to compose the panel.
Panel Members: Signature

1. Osuardo A. Pabatang Jr. _____________________
2. Kayce Mae Michelle Dapanas ______________________
Very respectfully yours,

Jechel A. Costada
Princess Issathea L. Manceras
Halnaisa M. Pantaran
Kate Jashmine Q. Lambino
Noted by:
REY A ETOM, MAIE

Thesis Adviser
Appendix D 88
LETTER OF PERMISSION FOR FINAL DEFENSE
Mindanao State University – Iligan Institute of Technology

Iligan City
December 27, 2018
To the Panel Members:
Ma’am/Sir:
We are pleased to inform you that our group has completed our thesis research entitled
“Correlates of Students Preference on TVL track and Academic Engagement”.
In connection with this, may we request that the final defense of our research be
scheduled on December 27, 2018, @10 am at CED room 211.
The following professors are respectfully requested to compose the panel.

1. Osuardo A. Pabatang Jr. _______________________
2. Kayce Mae Michelle Dapanas _______________________

Jechel A. Costada

89
Appendix E
A Research Survey Questionnaire on Correlates of Students Preference on TVL

track and Academic Engagement
Direction: Please answer the following questions by checking the parenthesis (), as
appropriate.
I. Personal Background
Name (optional): ____________________________ Course: _________________
Age: ____________
Sex: ( ) Male ( ) Female
Parent’s Monthly Gross Family Income:
( ) 10,000 and below
( ) 10,001 to 20,000
( ) 20,001 to 30,000
( ) 30,001 to 40,000
( ) 40,001 to 50,000
( ) 50,001 to 70,000
( ) 70,001 to 100,000
( ) 100,001 and above
Parents Educational Attainment:
Father Mother
( ) Doctoral Degree ( ) Doctoral Degree
( ) Master’s Degree ( ) Master’s Degree
( ) Bachelor’s Degree ( ) Bachelor’s Degree
( ) College Level ( ) College Level
( ) TESDA Graduate ( ) TESDA Graduate
( ) High School Graduate ( ) High School Graduate
( ) High School Level ( ) High School Level
( ) Elementary Graduate ( ) Elementary Graduate
( ) Elementary Level ( ) Elementary Level
( ) Other (Please Specify):______ ( ) Other (Please Specify):______
Parents Occupation:
Father Mother
( ) Government Employed ( ) Accountant ( ) Government Employed ( ) Accountant
( ) Self- Employed ( ) Engineer ( ) Self- Employed ( ) Engineer
( ) Businessman ( ) Technician ( ) Businessman ( ) Technician
( ) Military ( ) Driver ( ) Military ( ) Driver
( ) Teacher ( ) Nurse ( ) Teacher ( ) Nurse
( ) Sales Clerk ( ) Doctor ( ) Sales Clerk ( ) Doctor
( ) Security Guard ( ) OFW ( ) Security Guard ( ) OFW
( ) Others (Please Specify): __________ ( ) Others (Please Specify): __________

II. Factors in choosing TVL track
Direction: The table shows the preference factors upon choosing TVL track. Put a (/) in the box
which correspond your answer. Use the scale below
90
Strongly Agree- 4 Agree- 3 Disagree-2 Strongly Disagree-1
PERSONAL FACTORS
4 3 2 1
1. I have participated in orientations about career choice, and TVL

became my interest.
2. I have definitely made a choice to be in TVL track.
3. I have no career plans at that time.
4. I was limited to choosing TVL because of my grades
5. I have done career research on my own and I found TVL as an
answer to that.
ENVIRONMENTAL FACTORS 4 3 2 1
Parents Encouragement
1. My parents encouraged me to pursue in the TVL track.
2. My parents were supportive on my decisions upon choosing TVL.
3. My parents kept me on motivating to pursue TVL.
Teachers/Classmates/Friends Encouragement
1. My teachers we’re talking to me about TVL.
2. My teachers involved me in career-related TVL activities in the
classroom.
3. My friends motivated me in choosing TVL which is suitable for my
skills.
4. My friends helped me in choosing TVL which is suitable for my
skills.
5. I want to follow where majority of my classmates we’re choosing
TVL.
Community/Church Encouragement
1. My community organization gave me the impression that TVL can
make my life better.
2. My community organization encouraged me to pursue TVL.
3. My church organization motivated me to choose TVL as my track.
4. My church organization helped me decide in choosing TVL as the
appropriate track.
Opportunity Factor 4 3 2 1
1. Money has been an issue that was why I choose TVL.

2. There are numerous job opportunities for TVL in our community.
3. TVL jobs are in demand in our community.
4. I have access to employment in a family business which is related
to TVL after I graduate.
5. The location of the school which offers TVL is accessible to my
residence.
6. The TVL track is available in our community.
91
III. Prefer Career Choice

Direction: The table shows the career choices after graduating. Please read and indicate how the
statements affect your engagement to learn. Please read and check (/) in the box which
correspond your answer. Use the scale below
Extreme Likely- 4 Likely- 3 Unlikely- 2 Extreme Unlikely- 1
Career Choice 4 3 2 1
1. I want to be a teacher.
2. I want to be an engineer.
3. I want to be a doctor.
4. I want to be a lawyer.
5. I want to be a chemist.
6. I want to be a chef.
Others (specify):______________
IV. Students’ Academic Engagement
Direction: Please read and indicate how your preference in TVL affects your engagement. Please read
and check (/) in the box which correspond your answer. Use the scale below
Strongly Agree- 4 Agree- 3 Disagree-2 Strongly Disagree-1
Interest 4 3 2 1
1. I can say that I was right to choose TVL and to pursue my new
course.
2. I am satisfied that I graduated in the TVL track.
3. I am excited in engaging myself in the class that is related to TVL.
4. I am feeling enthusiastic about my new course related about TVL.
5. I am curious as to the lesson to be tackled relating to TVL.
6. I am disappointed whenever I miss one activity.
7. I listen attentively to the lecture of my teacher.
8. I always make myself prepared for the subject.
9. I actively participate in the discussion, doing activities and/ or
clarifying things I did not understand.
10. I want to get good grades, on test quizzes, assignments and
projects.
11. I get frustrated when the discussion is interrupted or the teacher is
absent.
Study Habits 4 3 2 1
1. I do my assignments regularly.
2. I exert more effort when I do difficult things.
3. I spend my vacant time in doing assignments or studying my
lessons.
4. I study the lessons I missed if I was absent from the class.
5. I study and prepared for quizzes and tests.
92
6. I study harder to improve my performance when I get low grades.

7. I spend less time with my friends during school days to concentrate
more on my studies
8. I prefer finishing my studying and my assignments first before
watching any television program
9. I see to it that extracurricular activities do not hamper my studies
10. I have a specific place of study at home which I keep clean and
orderly manner
Academic Ability 4 3 2 1
1. I always get excited for our laboratory activity.

2. I prepare all the materials to be needed for our activity.
3. I am satisfied with my opportunities to use tools and equipment.
4. I receive help in problems related to the activity.
5. I think this activity will be useful for the development of my future
projects.
6. I consider that the development of this activity challenges my
ability to perform.
7. I think that this activity is relevant to the course and to my
curriculum.
8. I think these activities will help my performance increase.
9. I think that this type of activities encourages me to work better.
10. I can say that my knowledge in TVL increased.
11. I have made progress in my ability in this course.
Teacher Related Aspect 4 3 2 1
1. Has mastery of the subject matter.

2. Explains the objectives of the lesson clearly at the start of each
period.
3. Is organized in presenting subject matters by systematically
following course outline.
4. Is organized in exercises design to reinforce content.
5. Is updated with present trends, relevant to the subject matter.
6. Gives and explain rubric in evaluating the activity.
7. Demonstrate first the activity.
8. Gives examples and ideas.
9. Guides the student in performing the activity.
10. Uses various strategies, teaching aids/devices techniques in
presenting the lessons.
11. Activities planned to augment information on TVL.
On Instructional Materials 4 3 2 1
1. Chalks and blackboards in explaining the lesson.

93
2. Uses PowerPoint presentation to explain the lesson.

3. Video presentation showing about the lesson.
4. Uses resourceful tools and equipment for project development.
5. Arrangements to obtain materials were made.
6. Introduce special equipment/supplies needed.
7. Present the tools and equipment needed for the activity.
Thank you for answering this survey.
94
Appendix F

CERTIFICATION
This is to certify that the thesis of JECHEL A. COSTADA, PRINCESS
ISSATHEA L. MANCERAS, HALNAISA M. PANTARAN, KATE JASHMINE Q.
LAMBINO entitled, Correlates of Students preference on TVL track and their
Academic Engagement have been edited in form and content by the
undersigned.
____________________
Editor
___________________
Date
Noted by:
REY A ETOM, MAIE

Thesis Adviser
Appendix G 95
APPROVAL FOR BINDING
Mindanao State University – Iligan Institute of Technology

Iligan City
December __, 2018
To the Panel Members:
We are pleased to inform you that we, Jechel A. Costada, Princess Issathea L.
Manceras, Halnaisa M. Pantaran,Kate Jashmine Q. Lambino, students of Bachelor of
Science Technology Teacher Education Major in Industrial Technology have edited and
polished our research study entitled “Correlates of Students Preference on TVL track
and Academic Engagement”.
In connection, we are requesting for the approval for binding of our thesis. Hoping for
your approval. Thank you and God bless.
The following professors are respectfully requested for approval.

1. Osuardo A. Pabatang Jr. ______________________
2. Kayce Mae Michelle Dapanas _______________________

Jechel A. Costada
Recommending Approval:
REY A. ETOM, MAIE

Thesis Adviser
Appendix H 96
CURRICULUM VITAE
I. Personal Data
Name : Costada, Jechel A.

Birthdate : August 16, 1999
Birthplace : Lugait
Home Address : Masilakon 2, Brgy.
Poblacion, Lugait
Age : 19
Sex : Female
Religion : Roman Catholic
Civil Status : Single
Father : Jonard F. Costada
Mother : Michelle A. Costada
II. Educational Attainment
Elementary : Lugait Central School, Lugait,

Secondary : Sacred Heart High School, Acmac Iligan
City
College : Mindanao State University- Iligan
Institute of Technology
Course : Bachelor of Science in Technology
Teacher Education
Major : Industrial Technology
97
III. Personal Data
Name : Princess Issathea L. Manceras

Birthdate : May 3, 1999
Birthplace : Iligan City
Home Address : Suarez, Iligan City
Age : 19
Sex : Female
Father : Celio M. Manceras
Mother : Cynthia L. Manceras
IV. Educational Attainment
Elementary : Suarez Central School, Iligan

City
Secondary : Suarez National High School,
Iligan City
Teacher Education
98
V. Personal Data
Name : Lambino, Kate Jashmine Q.

Birthdate : January 12, 1999
Birthplace : Iligan City
Home Address : Purok 3, Saray Iligan City
Lanao Del Norte
Age : 19
Sex : Female
Father : Giovanni Lambino
Mother : Sheila Mae Lambino
VI. Educational Attainment
Elementary : St. Therese de Avila

Lanao Del Norte
Secondary : Curpos Christi Parochial School,
of Iligan, Lanao Del Norte
Teacher Education
99
VII. Personal Data
Name : Halnaisa M. Pantaran

Birthdate : August 5, 1998
Birthplace : Panduma Sr, Tukuran, ZDS
Home Address : Espina’s Cive, Tibanga,
Iligan City
Age : 20
Sex : Female
Religion : Islam
Father : Satar B. Pantaran Sr.
Mother : Naira M. Pantaran
VIII. Educational Attainment
Elementary : Sultan Ali Dimaporo Memorial

Integrated School
Secondary : Tukuran Technical-Vocaional
High School
Teacher Education
100
101

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1

THE PROBLEM AND ITS SCOPE

Students are the key assets of universities. The students’ engagement

they’ve taken. According to Gallup (2013) Student engagement is a term used to

academic performance and behavior engagement is a complex term, making it

all the more difficult to understand.

Career preferences are free opportunity to select a desired career. It is

not to be able to excel in academics. (Alfred-Davidson, 2009.)

to changing technologies and global requirements. According to McGrath (2012)

technical vocational livelihood encompasses the myriad forms of learning aimed

at participation in the words of work.

The quality of student’s engagement remains top priority for educators. It

is meant for making a difference locally, regionally, and globally educators,

trainers and researchers have long been interested in exploring variables

contributing effectively in engaging the learners (Crosnoe,et, al., 2004)

continues to be an enduring problem despite the improvement of TVL. It

real motive behind the K to 12 education system is to further intensify labor

12 system sadly undermines the youth’s very significant role in nation-building

because it is geared toward providing cheap semi-skilled and unskilled youth

Thus, it is the concern of this study to determine the correlation of

student’s preference on TVL track and academic engagement of students from

Department of Technology Teacher Education.

This study focused on the correlates of student preference on technical

engagement. It is anchored on the following theories: Banduras Social Cognitive

Theory, Ichheiser's theory of social perception, Lev Vygotsky theory of the

students’ engagement and Supers Developmental Theory.

As cited by Mcleod (2011) Banduras social learning theory posits that

theories because it encompasses attention, memory, motivation. People learn

through observing other people’s behaviour, attitude and outcomes of those

behaviours. Most human behaviour is learned observationally through modelling:

in terms of continuous interaction between cognitive, behavioural, and

that relates to their academic engagement.

As cited by Boski (1989), the Ichheiser’s theory of social perception

discusses the potential contributions to experimental social cognitive psychology.

Although Ichheiser’s never conducted an experiment in person perception or

attributional processes, he was able to clarify concepts with a precision

necessary for factorial experimental design. Among other topics, Ichheiser’s

wrote on conscious vs. nonconscious processes in person perception, natural

and demystification of success, and the Personality–Social Perception Interface.

As cited by Myasnitskaya (2014), in Lev Vygotsky theory of the students’

develops a completely original, exclusive, single, and unique relation, specific to

becomes the individual”.

Also, super stressed the need to understand and predict a career. He

course of a lifetime, including also prevocational and post vocational activities.

individual occupies during her or his working life. Interest in understanding

of vocational development the sequence of changes in occupational level and

socioeconomic level patterns are also determined by individuals abilities,

tasks on people at various times of their lives, (Patton, 2006)

To have a better understanding on the flow of this study, a schematic

sex, family’s monthly income, father’s educational level, mother’s educational

students undergone technical vocational livelihood track.

The researchers then presumed that the respondent’s socio-economic

respondent’s academic engagement

Independent Variable Dependent Variable

I. Personal Profile Engagement

Figure 1.Shows the interplay of variables that correlates of student

preference on TVL Track and Academic Engagement.