ACKNOWLEDGEMENT

It is a genuine pleasure to express the researchers deepest sense of

thanks and gratitude to a countless people who were there throughout this
journey. The researchers would not have. Been able to complete this thesis
without the aid and support of countless people, who contributed and
extended their valuable assistance.

To the group member of this research for the support , patience,

understanding each other, motivation, knowledge and idea.

To the researchers parents for their endless support throughout the

research process.

To the teachers, especially to Ms. Joelyn Langote, the researchers

adviser, for her continuous support, patience, motivation, valuable comments,
suggestions, and her immanence knowledge and advices to make the
research meaningful.

To the researchers friends and classmates, for their support and

contributions in many ways to finish this study.

Lastly, to the Almighty God for the unfailing love, care, strength,
guidance, protection, knowledge, and wisdom. Without him, this study would
not be successful.

1
 DEDICATION

This research paper is dedicated to the parents of researchers who

gives their outmost support, and never-ending inspiration throughout the
study.

They are the one who provide the resources that needed in the making
of this study. It also dedicated the teachers who are behind in making this
research possible through guiding the researcher to complete this study.

The Researchers would also like to dedicate this study to the students
who extended in help in battling their mental health issues. Also, this study is
also dedicated to the school who gives opportunity.

The researchers to nurture, test their skills, and cooperation to build

this study. We look up and dedicated this whole study to our Almighty God
who gave the strength, knowledge, wisdom, Protection, and will to continue
and keep positive to finish this research.

2
 ABSTRACT
The study “ Exploring the impact of technical vocational livelihood on
students career development “ in Grade 11 and Grade 12 TVL strand in
Senator Ninoy Aquino College Foundation, was conducted to The Technical
vocational livelihood training significantly impacts students’ employability,
skills, and career development. It may result in notable differences in career
outcomes compared to traditional academic paths.

The total number of respondents is 50 senior high school students of

Senator Ninoy Aquino College Foundation. The survey questionnaire was
used by the researchers to conduct a survey, the type of a sampling used by
the researchers is random sampling.

The researcher utilized the following step of procedures in gathering

data needed in the study the researchers will seek for the approval of the
advisor and students to conduct the survey, the research well formulates a
survey questionnaire that is going to use in gathering information, then the
researcher will distribute the questionnaire to the senior high school student of
Senator Ninoy Aquino College Foundation and answer the given questions on
the survey questionnaire the gathered was the tallied to determine the result
of the research conducted.

Base on the findings of the research of the study. The study examined
the impact of Technical Vocational Livelihood (TVL) on students’ career
development at Senator Ninoy Aquino College Foundation in Sultan Kudarat.
The survey revealed that 68% of respondents were male, with TVL 12 having
the highest percentage (58%). The majority of respondents were 16 years old,
with 32% aged 17 and 4% aged 19 or 20. The research found that TVL
programs, such as assessment, school training, and On-Job-Training (OJT),
were helpful in improving students’ skills and knowledge, providing more
opportunities for finding good jobs, and preparing them for the demands of the
job market. The study recommends that students should include their interest
in TVL, focus on on-hand-job training, and teachers should guide their
students in taking or completing the training.

3
 TABLE OF CONTENTS

PRELIMINARIES PAGE
TITLE PAGE
ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5
LIST OF TABLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-9
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
CHAPTER 2
REVIEW OF RELATED LITERATURE . . . . . . . . . . . . . . . . . . . . . 11-17
CHAPTER 3
METHODOLOGY
The research design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Data gathering procedure . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19
Research Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Statistical Treatment of the Data . . . . . . . . . . . . . . . . . . . . . . . 19
CHAPTER 4
ANALYSIS, PRESENTATION AND DISCUSSION
Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-30
CHATER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31-32

4
 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

BIBLIOGRAPHY
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
APPENDICES
Communication Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35-37
Curriculum vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-46

5
 LIST OF TABLE

TABLE PAGE

1. Distribution of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2. Profile of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

6
 CHAPTER 2

INTRODUCTION

Technical Vocational Livelihood Education is track provides students

with subjects focused on Job ready skills it offers practical knowledge and
exposure students to earn National Certificates (NC) to help land their desired
Job after they graduate from Senior High School (SHS) and find any Job
related to your track so you can decides what you do after graduating (SHS) If
we go to college your knowledge and attitude and skills was advantage
because you have a lot learn about your track.

Technical vocational livelihood education plays a crucial role in

student’s career development. It provides them with practical skills and
knowledge that are directly applicable to various industries and professions.
By exploring the Impact of Technical Vocational Livelihood on student’s career
development, we can understand how this type of education contributes to
their future success.

Technical vocational livelihood education focuses on equipping

students with specific skills needed for specific jobs or trades. It goes beyond
theoretical knowledge and emphasizes hands-on training, allowing students to
acquire practical skills that are in demand in the job market. This type of
education often includes programs such as automotive technology, culinary
arts, computer programming, healthcare, construction, and many others.

One of the significant Impacts of Technical Vocational Livelihood

education is that it prepares students for the workforce at an early stage. By
gaining practical skills and industry-specific knowledge, students are better
equipped to enter the job market directly after graduation. This type of
education bridges the gap between classroom learning and real world
application, making students more job-ready and competitive.

Moreover, technical vocational livelihood education provides students

with a sense of direction and purpose. It allows them to explore their interests
and talents, helping them identify potential career paths that align with their

7
skills and passions. By providing hands-on experiences and exposure to
various industries, students can make informed decisions about their future
careers.

Additionally, Technical Vocational Livelihood education promotes

entrepreneurship and self-employment. It equips students with the skills
needed to start their businesses or work as freelancers in their chosen fields.
This empowers students to create their opportunities and become self-reliant.
In conclusion, technical vocational livelihood education has a significant
impact on student’s career development. It prepares them for the workforce,
helps them identify their passions and talents, and entrepreneurship. By
investing in this type of education, students can promotes enhance their
employability and increase their chances of success in their chosen careers.

By Exploring the On-the-Job Training (0JT) opportunities in

technical vocational livelihood can have a significant impact on student’s
career development. OJT programs provide students with practical, hands-on
experience in their chosen field, allowing them to apply the knowledge an
skills they have acquired in a real-world setting.

Participating in OJT can offer several benefits to students:

Skill Development, OJT provides students with the opportunity to

develop and enhance their technical skills, allowing them to become more
proficient in their chosen vocation.

Industry Exposure, through OJT, students get a chance to immerse

themselves in the industry they wish to pursue a career in. This exposure
allows them to gain a deeper understanding of the industry’s operations, work
culture, and demands.

Professional Networking, OJT also provides students with the

opportunity to establish connections with professionals in their chosen field.
These connections can be valuable when seeking future employment
opportunities or mentorship.

8
 Career Readiness, by participating in OJT, students gain practical
experience that makes them more attractive to potential employers. It helps
them develop the necessary skills, work ethic, and professionalism required in
the workplace.

The study explores the; Importance of technical vocational livelihood

education in preparing students for the demands of the job market. It
examines the specific skills and knowledge that students acquire through
vocational training, such as technical skills, problem-solving abilities,
teamwork, and industry-specific knowledge. These skills are often highly
valued by employers, as they are directly applicable to the workplace and can
enhance student’s employability.

9
 STATEMENT OF THE PROBLEM

This study examined The Impact of Technical Vocational Livelihood

on student’s career. It investigated the content of this strand and find out the
importance of this strand in our future.

Specially, it longest to answer the ff. question:

1. How does technical vocational livelihood training impact students

employability?
2. What are the specific skills and competencies that students gain
through vocational education, and how do these contribute to their
career development?
3. Are there any notable differences in career outcomes between
students who pursue technical Vocational livelihood and those who
follow a more traditional academic path?

SIGNIFICANT OF THE STUDY

The finding of the study will benefit to these following specific people
differently.

Students – It help students to have an idea and knowledge on the results of

how Technical Vocational Livelihood Developed Career and how TVL strand
help making students more job-ready and competitive.

Teacher – to know the insight of students on TVL strand.

Researchers – This enables to look for strong evidence and responses from
the respondents. It improves their research skill.

Future Researchers – This is big help to future researchers because it

serves as their guide in making their first research.

Future TVL Students – The result may enable them to evaluate their own
selves on their readiness and preparedness in taking the Technical Vocational
Livelihood strand. This will also help them to make a decision

10
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Order to establish a comprehensive background for this study, a

survey a related literature and studies has been conducted and have drawn
out some concept, ideas and data a bases in formulating approaches,
formats, instrument and necessary information in the conductor the study.
This section presents the related literature and studies that have some
bearing in this investigation. It includes the summary of related studies and
literature conducted by foreign and local writers that the researcher
considered relevant to the study being undertaken.

A. Related Literature. Foreign

According to Lukeman (2000),” Just because you have a classroom

full of students who are about the same age doesn’t mean they are equality
ready to learn a particular topic, concept, skill or idea. It was important for
teachers and parents to understand that maturation of the brain influence
learning readiness. For teacher, this was especially important when designing
lessons and selecting which strategies to use.

Immaturity. This relates to presents tidy because TVL curriculum is

about enhancing the skills of a student could be use when the graduate from
Senior High and look for a Job.Azubike (2012) added that
Vocational/Technical education subjects ought to attract that many students.
Because of its laudable importance but reverse has been the case. The
reason for this probably was due to people perception that it does not require
specialized kind of training. The students have the feeling that even if one was
at home he or she can acquire to necessary skills like cooking, farming
mansory, etc, without formal training. People are ignorant of the importance of
the Vocational Subject that could help male and female students receive
formation and were able to work solution to problems. This relates to the
present study because TVL enables the students to acquire skills, abilities
essential for independent life met up with personal and family needs more
especially is this economic difficulties.

11
 According to Dares (2007) , curriculum can be understood to by
“Schools and individuals teachers choose to do in their encounters with
children’s, he also pushes the idea even further, arguing the curriculum could
also be everything that learners acquire both within the school and within the
home. This relates to the present study because of the following reasons, if
the classrooms are important factors in achieving quality education, then the
Teacher’s professional attitude, energy, and motivation are critical in
combination with teaching skills, in creating quality learning. These teaching
skills, include many factors, knowledge of the young learner, appropriate and
varies methodologies and subjects matter knowledge, understanding of the
curriculum and it’s purposes, general professionalism ability to communicate,
enthusiasm for learning, sensitivity to others, dedication, and relationship
within these school and community. Teachers should possess the
competencies needed in their daily instruction with the students.

B. Local Literature

Aquino, GV, as an educator says regardless of view of which the

curriculum may be considered, the success of lack of success of the that
curriculum primarily lies in the hands of the class room teacher’s. In the
regard, as mentioned in the significance of the study. It is believed that TVL
instruction depends on the teacher’s preparation in teaching, the teaching
methods and techniques, evaluation instruments and the resourcefulness in
solving problems met in instruction. Roco (2002) stated that the
reconstructing the curriculum is part of an on- going effort to improve the
quality of learning there is focus on the basies of improving the literacy and
numeracy while inculcating values across learning areas to make it dynamic.
Change is the only permanent thing the Department of Education must open
its mind and strive to do things better. This relates to the present study
because the quality of what student learn depends on how teachers and
students operationalized the curriculum.

According to Angara (2002), work for Development is the top most

concern of every sector of society. Thus Vocational Education should be given
more focus. It is for this reason why the presidential commission of Education

12
has given priority to the retooling of work force to meet the demand for trained
workers. This relates to the present study because TVL curriculum focus on
developing trained workers with different skills to improve the quality of
Education and to help the Philippines economy, one strategy is to establish
linkage between Vocational School and Technical Advisory Commit (TAC’s)
Bautista out the following objectives of TAC’s 1.) to link School and industry.

Related Studies A. Foreign Studies

In their study on “Measuring and Targeting Internal Conditions for

schools Effectiveness In the Free State of South Africa”, Abraham and Keith
(2006), used a questionnaire as the basis For constructing an index of school
effectiveness. Their findings revealed that teachers were the key drivers of
internal school conditions for effectiveness, development and school change.
This relates to the present study because we can distinguish an effective
curriculum through the teachers that teach their students Schagen (2011)
espoused that quality teachers need to be ready in the implementation of any
changes that may come. In his study entitled “Readiness to Implement the
new Zealand Curriculum”, which was carried out in 31 secondary schools and
265 primary schools where they Were evaluated, the extent to which each
school considered it was found out that most schools were the it preparations
for implementing the new curriculum. This related in present study because
teachers as expected, overall well, progressing well, Their progress towards
quality education and aiming for competencies in teaching.

Likewise, in the study conducted by Banu (2011) entitled “Teachers

Readiness for Computer Education Classes in the Secondary of Bangladesh”.
It showed that the qualifications And competencies of computer education
teachers were inadequate for conducting computer classes, classroom
performance of the teachers were poor and CE school curriculum were not
fully integrated into the Bachelor of Education courses. This study was
conducted among the 42 computer education teachers in 42 secondary
schools where 81% of the teachers were not recruited as computer teachers,
only 195 introduced themselves a computer education teachers and they
were newly recruited with a teaching experience of not less than 10 years.

13
She further suggested that teachers should be provided with extensive-in
Service-Training programs focusing on computer education contents,
providing content based teaching materials inclusion of contents which were
not included in the bachelor education computer education. This relates to the
present study because teacher’s readiness is important in any curriculum
changes that will be implemented And they should be equipped with the
necessary background and knowledge as to how to effectively implement
much.

In a study conducted by Kumar, et al. (2008) with the title

“Teacher’s Readiness to Use Technology in the Classroom: An Empirical
Study”, it dealt with the relationship between actual Usage of computer (AUC)
and technology acceptance constructs among secondary school
Mathematics, Science, and English language (MSE) teachers in Malaysia.
The preliminary observations revealed that the (MSE) teachers are not
utilizing these facilities in their teaching. Although teachers were sent to
batches of training to gain knowledge and skills in the Actual Usage of
Computer (AUC) and ICT (AUC) and ICT(AUC) and ICT equipment, many
have returned to the traditional mode of teaching. Among the 65 secondary
schools included in the study with 318as respondents, it was found out that
the AUC among these teachers.

According to DepEd Orders No. 41 and 48 series of 2015 dated

august 28, 2015 and October 20, 2015, respectively is the full implementation
of a Month-long SHS Career Guidance Program. The main purpose of this is
to guide Grade 10 students in making informed decisions regarding their
choice of SHS Track given the conduct of the SHS Early registration where
every G10 student submits SHS Preference Slip containing his first and
second choices of schools and programs to his class adviser. Consequently,
the adviser registers the student for SHS and electronically submits his
preference through the Learners’ Information System (LIS).

A further significant item to consider in the DepEd Order No. 41 series

2015 Is its mandate to promote of awareness in the importance of choosing a
situation, and resources to sustain a constant educational experience were

14
limited (Stockfelt, 2013). She found that this has placed students at a
disadvantage, which limited their educational aspirations and has admitted
that low-income students are over-represented in vocational education. The
cases above illustrate that the process of choice can be influenced by existing
social stratification in different contexts track that suits their skills and interest
that matches the available resources and needs of society as this will play a
crucial role in planning and recruiting students to engage In the different
senior high school programs. However, this study aims to appeal to every
student to give a second thought to choose the more practical vocational
track, Accordingly, the concern of this study Is to research the perceptions
G10 understudies on professional training; explicitly how they feel about the
openings for work it presents and future acquiring potential (Harris, 2014).
The different factors that Influence students’ choice were also be considered
as starting points to create plans for applicable intervention to progress
students’ choice for the Technical Vocational Livelihood (TVL) track.

According to Mark Catarroja, the Kto 12 system in the country aims

to develop social and economic progress. This progress is being promoted
since January 20, 2012, by former President Benigno Aquino signed a
contract by which it disapproving of the Kto12 system this makes the
education system better. The kindergarten education law has been started
successfully Kto12 system. By which all of the countries have this system
except for the Philippines. Former president wants the education system
much suitable to the new students in which students can have their job when
they finish the Kto12. In the Kto12 system, the studies are being enhanced.
This K to 12 system has lengthened the year for high school students it adds
2 more years by which we call the students in grade 11to12 as senior high
school and some known this more likely as college students. In the Kto12
system, you have 4 tracks to choose for these are academic, technical-
vocational livelihood, sports, and art design track. This RA 10533 Which is to
expand job opportunity by the reducing job skill for high school graduates. In
this article researchers did have read, how is this Kto12 system apply to the
students and talks about how can you get a job when you finished this Kto12
system. You can choose different tracks in the Kto12 system by which involve

15
your skills. This K to 12 system ensures that students that cant to college can
a decent job if they graduated from high school. The student that can’t choose
their proper track and will be correct by basing it to their skills.

The K to12 system wants to secure that all students can have a job.
The K to12 system has lengthened the school year of high school students it
adds 2 years. It is not only the main goal of the Kto12 system for you to have
a decent job but to improve and enhancing your skill. According to Silvia Catal
Ambag (2015) in her study entitled “Reshaping the Mindset on Technical
Vocational Education: Professionals Perspectives”, the most common benefit
that a person who graduated from a Technical Vocational Education is local
employment and career opportunities Abroad. The study revealed that if you
graduated from a Tech-Vocational course, you would surely receive job offers
from abroad since most foreign countries are looking for skilled and certified
employees. Most foreign nations are looking for personnel and workers with
certificates than college diplomas. Though not all graduates wish to work
abroad. A couple of the participants took advantage of the partnership
between the civil Service Commission and TESDA and converted their
National Certificate they got from their Tech-Vocational course to Civil Service
Certificate. Another benefit Is that they have less job training and expenses
when they apply for a job since they are already skilled and certified.
Technical Vocational Education widens their work knowledge and skills giving
them an edge to every employment opportunity.

The Study of Pala (2012) entitled” The Industrial Arts Institution in

San Clemente District of Tarlac”; one of the significant aspects he considered
was the trade was the trade testing of grade six pupils along with the industrial
arts component of EPP In the district. His objective was to determine whether
the grade six pupils along were ready for their secondary training in TLE. The
trade test was patterned after STEP Competition. The result revealed that a
great majority of respondents had approaching proficiency performance and
few were under proficient performance category. The study of Facum (2011)
entitled “ Performance of Grade VI pupils in EPP In San Jose District of
Tarlac” tried to describe the performance of the pupils along with the three
core areas of which are agriculture, Home Economics and Industrial Arts, He

16
determined a trade test that was patterned after the STEP Competition. The
study revealed that he pupils are proficient in agriculture and Industrial Arts
while in home economics their performance fell.

17
 CHAPTER 3
METHODOLOGY
This chapter presents the research design used in this study,
respondents of the study, questionnaire to be used, method of gathering data
and the statistical treatment of data to answer the problems posted in the first
chapter.

THE RESEARCH DESIGN

This study was a descriptive quantitative. It was descriptive because

the data gathered were presented as they had been actually existing. In
gathering the data needed, the researcher used a questionnaire checklist,
prepared informal interview and observations.

RESPONDENTS OF THE STUDY

The researchers used random sampling in the selection of the

respondents. The proponents will selected the Grade 11 and Grade 12
technical vocational livelihood students as the respondents of the study.

Table 1: Distribution of Respondents

Respondents Number of Respondents

TVL 11 21

TVL 12 29

Total Number of Respondents 50

LOCALE OF THE STUDY

This study was conducted in Senator Ninoy Aquino College

Foundation, located at Poblacion, Senator Ninoy, Sultan Kudarat.

DATA GATHERING PROCEDURE

The researchers utilized the following steps and procedures in

gathering data needed in the study. First, the researcher will seek for the

18
approval of the adviser and students to conduct the survey. Next, the
researchers will formulate a survey questionnaire that is going to use in
gathering information. Then, the researchers will distribute the questionnaires
to the respondents.

RESEARCH INSTRUMENTS

The questionnaire was the research instrument employed by the

researcher. This strategy was employed by the researcher to know, and
reinforce of the study. The survey questionnaire was created by the
researcher based on the study’s topic description. To get input from
respondents, the researcher employed a survey rating scale/questionnaire.

STATISTICAL TREATMENT OF DATA

The primary instrument used for this study were checklist and essay
questionnaire. Simple frequency counts and percentages were used in the
study. It made use of the descriptive approach in the presentation of the data.
Bars and figures were utilized to give the reader a comprehensive picture of
the gathered data and information. The data gather ensured their validity and
reliability. Percentage and mean values are computed. Bars were constructed
showing the frequency and percentage.

19
 CHAPTER 4
PRESENTATION, INTERPRETATION AND ANALYSIS

This chapter presents the interpretation and analysis of the data

gathered by the researchers. This chapter also shows the results and
discussion of the study.
Table 2: Profile of Respondents
Indicator Frequency Percentage
Sex
Female 16 32%
Male 34 68%

Total 50 100%
Academic
Strand
TVL 11 21 42%
TVL 12 29 58%

Total 50 100%

Age 16 20 40%
17 16 32%
18 10 20%
19 2 4%
20 2 4%

Total 50 100%

The table showed the profile of the respondent had a large number
of the Male with the total of 68% while Female respondents has a 32%. It
showed that the Female enrollees of Senator Ninoy Aquino College
Foundation were greater compared to Female’s enrollees. In terms of
academic strand, the TVL 12 had a 58% and TVL 11 had a 42% only.

The profile showed the 40% of the respondents were belong to 16

years old of age while the 32% had the age of 17 years old, 20% had the age
of 18 years old, 4% had the age of 19 years old and the remaining 4%
belonged to 20years old. The data showed that most of TVL Senior High
School Student mostly belonged to the bracket of 16 and 17 years old.

20
 ANALYSIS OF RESEARCH QUESTION

Research Question 1: TVL is more practical than other strand.

This figure showed that 26%(13 Respondents) Strongly agree that TVL
is more practical than other strand, 60% (30 Respondents) Agree that TVL is
more practical than other strand, 12%(6 Respondents) Neither agree that TVL
is more practical than other strand, 2% (1 Respondents) Disagree that TVL is
more practical than other strand, and 0% (0 Respondents) Strongly disagree
that TVL is more practical than other strand.

21
Research Question 2: TVL is helpful for all students to improve there skills
and knowledge.

This figure showed that 32%(16 Respondents) Strongly agree that TVL
is helpful for all students to improve there skills and knowledge, 64% (32
Respondents) Agree that TVL is helpful for all students to improve there skills
and knowledge, 2%(1 Respondents) Neither agree that TVL is helpful for all
students to improve there skills and knowledge, 2% (1 Respondents)
Disagree that TVL is helpful for all students to improve there skills and
knowledge, and 0% (0 Respondents) Strongly disagree that TVL is helpful for
all students to improve there skills and knowledge.

22
Research Question 3: TVL strand is caters more opportunity in finding a
good job.

This figure showed that 28%(14 Respondents) Strongly agree that

TVL strand is caters more opportunity in finding a good job, 54% (27
Respondents) Agree that TVL strand is caters more opportunity in finding a
good job, 12%(6 Respondents) Neither agree that TVL strand is caters more
opportunity in finding a good job, 6% (3 Respondents) Disagree that TVL
strand is caters more opportunity in finding a good job, and 0% (0
Respondents) Strongly disagree that TVL strand is caters more opportunity in
finding a good job.

23
Research Question 4: Choosing TVL strand help students to work after
Senior High School.

This figure showed that 30%(15 Respondents) Strongly agree that

Choosing TVL strand help students to work after Senior High School, 58% (29
Respondents) Agree that Choosing TVL strand help students to work after
Senior High School, 8%(4 Respondents) Neither agree that Choosing TVL
strand help students to work after Senior High School, 4% (2 Respondents)
Disagree that Choosing TVL strand help students to work after Senior High
School, and 0% (0 Respondents) Strongly agree that Choosing TVL strand
help students to work after Senior High School.

24
Research Question 5: Choosing TVL strand has more knowledge to gain
than other strands.

This figure showed that 16%(8 Respondents) Strongly agree that

TVL is helpful for all students to improve there skills and knowledge, 60% (30
Respondents) Agree that TVL is helpful for all students to improve there skills
and knowledge, 18%(9 Respondents) Neither agree that TVL is helpful for all
students to improve there skills and knowledge, 6% (3 Respondents)
Disagree that TVL is helpful for all students to improve there skills and
knowledge, and 0% (0 Respondents) Strongly agree that TVL is helpful for all
students to improve there skills and knowledge.

Research Question 6: How satisfied are you with the impact of technical
vocational programs on your career development?

25
 This figure showed that 44%(22 Respondents) Very satisfied that the
impact of technical vocational programs satisfied on your career development,
52% (26 Respondents) Satisfied that the impact of technical vocational
programs satisfied on your career development, 2%(1 Respondents) Neutral
that the impact of technical vocational programs satisfied on your career
development, 2% (1 Respondents) Dissatisfied that the impact of technical
vocational programs satisfied on your career development, and 0% (0
Respondents) Very dissatisfied that the impact of technical vocational
programs satisfied on your career development.

Research Question 7: How important do you believe technical vocational

programs are for enhancing career prospects?

26
 This figure showed that 66%(33 Respondents) Very important that the
technical vocational programs important for enhancing career prospects that
the technical vocational programs important for enhancing career prospects,
24% (12 Respondents) Moderate important that the technical vocational
programs important for enhancing career prospects, 10%(5 Respondents)
Neutral that the technical vocational programs important for enhancing career
prospects, 0% (0 Respondents) Not very important that the technical
vocational programs important for enhancing career prospects, and 0% (0
Respondents) Not important at all that the technical vocational programs
important for enhancing career prospects.

Research Question 8: Would you recommend technical vocational programs

to other students?

27
 This figure showed that 40%(20 Respondents) Definitely
recommended that technical vocational programs recommended to other
students, 52% (26 Respondents) Probably recommended that technical
vocational programs recommended to other students, 6%(3 Respondents)
Neutral that technical vocational programs recommended to other students,
2% (1 Respondents) Probably not recommended that technical vocational
programs recommended to other students, and 0% (0 Respondents)
Definitely not recommended that technical vocational programs recommended
to other students .

Research Question 9: How do you perceive the impact of technical

vocational programs on your career development?

28
 This figure showed that 66%(33 Respondents) Highly Beneficial that
technical vocational program have a benefits on your career development,
26% (13 Respondents) Somewhat beneficial that technical vocational
program have a benefits on your career development, 8%(4 Respondents)
Neutral that technical vocational program have a benefits on your career
development, 0% (0 Respondents) Somewhat Detrimental that technical
vocational program have a benefits on your career development, and 0% (0
Respondents) Detrimental that technical vocational program have a benefits
on your career development.

Research Question 10: In your opinion, how well did the technical vocational
program prepare you for the demands of the job market?

29
 This figure showed that 42%(21 Respondents) Extremely well that
technical vocational program prepare you for the demands of the job market,
40% (20 Respondents) Moderate well that technical vocational program
prepare you for the demands of the job market, 14%(7 Respondents) Neutral
that technical vocational program prepare you for the demands of the job
market, 2% (1 Respondents) Not very well that technical vocational program
prepare you for the demands of the job market, and 2% (1 Respondents)
Poorly that technical vocational program prepare you for the demands of the
job market.

CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS

30
 This chapter presents the summary and conclusion derived in the
conduct of the study which is exploring the impact of technical vocational
livelihood on student career development. It also provides recommendation
that can be pursued by the TVL teacher.

SUMMARY OF FINDINGS

This research studied the Impact of Technical Vocational Livelihood on

Students Career Development at Senator Ninoy Aquino College Foundation,
Senator Ninoy Aquino Sultan Kudarat.

The researchers survey showed the profile of the respondents had a

larger number of the Male the total of 68% while the Female has a 42%. In
terms of academic strand the TVL 12 had a 58% and TVL 11 had a 42% only.
In terms of age showed the 40% of the respondents were belong to 16 year
old while the 32% had the age of 17 years old, 20% had the age of 18 years
old, 4% had the age of 19 years old and the 4% belonged to 20 years old.

Among 10 research question showed the 26% Strongly agree, 60%

Agree, 12% Neither agree, 2% Disagree,0% Strongly disagree that TVL is
more practical than other strand, 32% Strongly agree, 64% Agree, 2% Neither
agree, 2% Disagree, 0% Strongly disagree that TVL is helpful for all students
to improve there skills and knowledge, 28% Strongly agree, 54% Agree, 12%
Neither agree, 6% Disagree, 0% Strongly disagree that TVL strand is caters
more opportunity in finding a good job, 30% Strongly agree, 58% Agree, 8%
Neither agree, 4% Disagree, 0% Strongly disagree that Choosing TVL strand
help students to work after Senior High School, 16% Strongly agree, 60%
Agree, 18% Neither agree, 6% Disagree, 0% Strongly disagree that TVL is
helpful for all students to improve there skills and knowledge, 44% Very
satisfied, 52% Satisfied, 2% Neutral, 2% Dissatisfied, 0% Very dissatisfied
that the impact of technical vocational programs satisfied on your career
development, 66% Very important, 24% Moderate important, 10% Neutral, 0%
Not very important, 0% Not important at all that the technical vocational
programs important for enhancing career prospects, 40% Definitely
recommended, 52% Probably recommended, 6% Neutral, 2% Probably not

31
recommended, 0% Definitely not recommended that technical vocational
programs recommended to other students, 66% Highly beneficial, 26%
Somewhat beneficial, 8% Neutral, 0% Somewhat Detrimental, 0% Detrimental
that technical vocational program have a benefits on your career
development, and the 42% Extremely well, 40% Moderate well, 14% Neutral,
2% Not very well, 2% Poorly that technical vocational program prepare you for
the demands of the job market.

CONCLUSION

Base on the findings of the study student has a positive feedback on

Technical Vocational Livelihood (TVL) strand and it showed that Technical
Vocational Livelihood (TVL) programs like assessment, school training, and
On-Job-Training (OJT) help students to gained experience, knowledge, skill
and National Certificates (NC).

RECOMMENDATION

This study recommend that Technical Vocational Livelihood strand

students must include their interest in this strand, focus the on-hand-job
training and teacher should always guide their students for taking or doing the
training.

REFERENCES

Azubike (2012). TVL curriculum is about enhancing the skills of a student.

32
Angara (2002). Work for development is the top most concern of every sector
of society.

Abraham and Keith (2006). Measuring and Targeting Internal Conditions for
schools Effectiveness In the Free State of South Africa.

Banu (2011). Teachers Readiness for Computer Education Classes in the

Secondary of Bangladesh.

Dares (2007). Schools and individual teachers choose to do in their

encounters with children’s.

Facum (2011). Performance of Grade VI pupils in EPP In San Jose District of

Tarlac.

(Harris, 2014). The perception of Grade 10 understudies on professional

training.

Kumar et al. (2008). Teacher’s Readiness to use Technology in the Classroom

: An Empirical Study

Lukeman (2000). Maturation of the brain.

Mark Catarroja (2012). The Kto12 system in the country aims to develop
social and economic progress.

Pala (2012). The industrial Arts Institution in San Clemente District of Tarlac.

Roco (2002). Reconstructing the curriculum is part of an on-going effort to

improve the quality learning.

Schagen (2011). Readiness to Implement the New Zealand Curriculum.

(Stockfelt, 2013). Awareness in the importance of choosing situation and

resources.

https://www.scribd.com/document/475392107

SCRIBD by Petor Fiegel

COMMUNICATION LETTER

Mrs. Ma. Fe Sinadjan

Principal

33
Senator Ninoy Aquino College Foundation
Senator Ninoy Aquino Sultan Kudarat

Dear Ma’am/Sir
Warmest Greetings
We would like to ask your permission to allow us to conduct a survey
regarding to our research topic entitled Exploring the Impact of Technical
Vocational Livelihood on Students Career Development. In our Practical
Research 2. The survey would last only for 15-20 minutes. All information
provide will be kept in utmost confidentiality and would be used only for
academic purpose.
Thank you very much for your favorable action to this request.

Respectfully your’s , Noted by:

Abordaje, John mark Joelyn Langote

Leader Practical Research Teacher

SURVEY QUESTIONNAIRE

Name:

34
Age:

Gender:

Grade/Section:

Encircle your Good answer.

1.TVL İs more practical Than other track.

A. Strongly agree

B. Agree

C. Neither agree

D. Disagree

E. Strongly disagree

2. TVL İs Helpful for all students to improve there skills and knowledge.

A. Strongly agree

B. Agree

C. Neither agree

D. Disagree

E. Strongly disagree

3.TVL Stand is Carter’s more opportunity in finding a good job.

A. Strongly agree

B. Agree SURVEY

C. Neither agree

D. Disagree

E. Strongly Disagree

4. Choosing TVL strand helps students to work after Senior High School.

A. Strongly agree

35
B. Agree

C. Neither agree

D. Disagree

E. Strongly Disagree

5,Choosing TVL strand has more knowledge to gain than other strands.

A. Strongly agree

B. Agree

C. Neither agree

D. Disagree

E. Strongly Disagree

Choose your correct answer and check your answer.

1. How satisfied are you with the impact of Technical Vocational programs
on your career development?

___Very satisfied

___Satisfied

___Neutral

___Dissatisfied

___Very Dissatisfied

2. How important do you believe technical vocational programs are for

enhancing career prospects?

___Very important

___Moderately important

___Neutral

__Not very important

___Not important at all

36
 3. Would you recommend technical vocational programs to other
students?

___Definitely recommend

___Probably recommend

___Neutral

___Probably not recommend

___Definitely not recommend

4. How do you perceive the impact of technical vocational programs on

your career development?

___Highly beneficial

___Somewhat beneficial

___Neutral

___Somewhat detrimental

___Detrimental

5. In your opinion, how well did the technical vocational program prepare
you for the e demands of the job market?

___Extremely well

___Moderately well

___Neutral

___Not very well

___Poorly

CURRICULUM VITAE

37
 The Researchers name is John Mark N. Abordaje 18 years old, single,
and a resident of Brgy. Kulaman Senator Ninoy Aquino Sultan Kudarat. He
was born on November 07,2005 in Brgy. Poblacion, Senator Ninoy Aquino
Sultan Kudarat. He is an oldest son of Mrs. Amelyn N. Abordaje He is grade
12 student and currently studying at Senator Ninoy Aquino College
Foundation. He finished her Elementary Education and Junior High School at
Kulaman Academy Incorporated.

CURRICULUM VITAE

38
 The Researchers name Baby Jane Batain 17 years old Single and a
resident of Brgy. Nati Senator Ninoy Aquino Sultan Kudarat. She was born on
September 09,2006 in Kulaman Poblacion Senator Ninoy Aquino Sultan
Kudarat. She is a Oldest daughter of Mr./ Mrs. Peter Batain / Janeth Batain.
She is a grade 12 student and currently studying at Senator Ninoy Aquino
College Foundation. She finished her Elementary Education at Kulaman
Central Elementary School and Junior High Education at Senator Ninoy
Aquino National High School.

CURRICULUM VITAE

39
 The researcher’s name is King Allen D. Casa, 19 year’s old, single and
resident of Brgy. Kulaman Senator Ninoy Aquino Sultan Kudarat. He was born
on January 4,2004 in Brgy. Kulaman Senator Ninoy Aquino Sultan Kudarat.
He is second son of Mr. Allan C. Casa, and Mrs. Josie D. Casa. He is a grade
12 Student of Senator Ninoy Aquino College Foundation. He finished his
Elementary Education and Junior High Education at Senator Ninoy Aquino
College Foundation.

CURRICULUM VITAE

40
 The researcher’s name is Emelyn P. Calixtro,17 years old, single, and
resident of Brgy. Buenaflores, Senator Ninoy Aquino, Sultan Kudarat. She
was born on April 2, 2006 in Province of Norala South Cotabato. She is an
younger daughter of Mr. Emmie A. Calixtro and Mrs. Ma. LizaG. Pernal, She
is a Grade 12 student and currently studying at Senator Ninoy Aquino College
Foundation. She finished her Elementary Education and Junior high school at
Senator Ninoy Aquino College Foundation.

CURRICULUM VITAE

41
 The researcher’s name is Christy Rose A. Daguayan, 17 years old,
single, and resident of Brgy. Tinalon, Senator Ninoy Aquino, Sultan Kudarat.
She was born on September 12, 2006 in Brgy. Tinalon. She is an eldest
daughter of Mr. Roland B. Daguayan and Mrs. Chrisalyn A. Daguayan. She is
a Grade 12 student and currently studying at Senator Ninoy Aquino College
Foundation. She finished her Elementary Education and Junior High School at
Senator Ninoy Aquino College Foundation.

CURRICULUM VITAE

42
 The researcher’s name is Eljohn Cey R. Loria, 17 years old, single, and
resident of Brgy. Bugso, Senator Ninoy Aquino, Sultan Kudarat. He was born
on April 21,2006 in Brgy. Bugso, Senator Ninoy Aquino, Sultan Kudarat. He is
an eldest son of Mr. John L. Loria and Mrs. Jally R. Loria. He is a grade 12
student and currently studying at Senator Ninoy Aquino College Foundation.
He Finished his Elementary Education and Junior High Education at Bugso
Elementary School.

CURRICULUM VITAE

43
 The researcher’s name is Florencio F. Masa ll, 18 year’s old, single and
resident of Brgy. Kalibuhan, Palimbang, Sultan Kudarat. He was born on April
28, 2006 in Brgy. Kalibuhan Palimbang Sultan Kudarat. He is an eldest son of
Mr. Florencio c. Masa Jr and Mrs. Durry F. Masa. He is a grade 12 sdudent
and currently studying Senator Ninoy Aquino College Foundation. He finished
his Elementary Education and Junior High Education at Elementary
Kalibuhan, Palimbang Sultan Kudarat School.

CURRICULUM VITAE

44
 The Researchers name Richard E. Pagayon Jr. 18 year’s old, singe
and resident of Brgy. Kulaman Senator Ninoy IAquino Sultan Kudarat. He was
on September 20,2005 in Barangay Kulaman Senator Ninoy Aquino Sultan
Kudarat. He is an eldest Son of Mr. RichardP. Pagayon Sr. and Mrs. Jocelyn
E. Pagayon. He is an Grade 12 student and currently studying at Senator
Ninoy Aquino College Foundation she Finished her Elementary Education and
Junior Highschool at Senator Ninoy Aquino College Foundation.

CURRICULUM VITAE

45
 The researcher’s name is Prince Rod Patrick Sardoma 19 years old,
single and resident of Brgy. Kulaman Senator Ninoy Aquino Sultan Kudarat,
He was born on August 27 ,2004 in Tulonab North Cotabato he is second son
of Mr Rolando Sardoma and Mrs. Mercy I. Sardoma. He is a grade 12 student
of Senator Ninoy Aquino College Foundation. He finished his Elementary
Education. He finished his education and Junior High Education at Senator
Ninoy Aquino College Foundation.

46