PRESENTATION OF

CONCEPT PAPER
EDUC201-METHODS OF RESEARCH

JAN VINCENT V HAGOSOJOS, LPT

MAED-THE
PROPOSE TITLES:
Correlates of Students' Preferences on the TVL
Track and Their Level of Academic Engagement

Effectiveness of Intervention Materials in Teaching

Mensuration and Calculations in ICT

Teacher’s Training and Instructional Delivery in

Technology and Livelihood Education

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 STUDENTS'
PREFERENCES ON
THE TLE TRACK AND
THEIR LEVEL OF
ACADEMIC
ENGAGEMENT ON
THEIR SPECIALIZED
SUBJECT
JAN VINCENT V HAGOSOJOS, LPT
MAED-THE
RESEARCH DISCIPLINE

CURRICULUM AND INSTRUCTIONS

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SCIENTIFIC/THEORETICAL BACKGROUND

This study aims to give a thorough knowledge of the complex elements that contribute to
the varied degrees of learning interest demonstrated by students within the TLE
subcomponents' skills by drawing insights from the well-established theory of the
Expectancy-Value Model. According to this hypothesis, students' expectations for
success and their perception of the value of TLE education have an impact on their
motivation in learning TLE abilities. Students' motivation in learning is likely to rise
when they feel they can succeed in TLE courses and see the importance of the skills they
acquire from the subject.

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The Expectancy-Value Theory (EVT) originated with Atkinson's work in 1964. Eccles and
Wigfield, more recently, expanded on this concept and used it in educational psychology
(Atkinson, 1964; Eccles, 1984; Wigfield & Eccles, 2000). According to Cook and Artino Jr.
(2016), the theory defines motivation by two primary factors: expectancy and value. Expectancy
relates to people's expectations of success, such as how much they feel they will succeed, while
value refers to people's perceived value or interest in completing activities. Interest is a particular
kind of motivation in the context of this study, and Harackiewicz, et al. al. (2016) highlighted that
it is a potent process of motivation that drives learning, directs scholastic and professional paths,
and is necessary for scholastic achievement.

However, the interaction between the profiles of the students and other significant variables that
influence their degree of interest in learning within the context.

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KNOWLEDGE GAP TO BE FILLED

Through the existing literature, it focuses on how the existing curriculum helps in skills
development through TLE Specialization. However, there is a dearth in literature
discussing how the TLE Specialization preference of the students affect their level of
engagement in a localized setting; and with future implementation of the MATATAG
curriculum, what aspects can be enhanced in the present curriculum to improve the
instructional delivery of the TLE Specialization.

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CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

Student’s Preference on Level of Academic

TLE Specialization Engagement on Specialized
Subject (TLE)

Socio-Economic Profile of
Students
-gender
-monthly income
-no. of children in the family
8 Intervene Variable
RESEARCH QUESTIONS
1. What is the socio-economic profile of the respondents in term of:
1.1Gender
1.2 No. of family members
1.3 Monthly income
2. What is the student’s preference on TLE track?
3. What is the level of academic engagement of the respondents on their specialized subject?
4. Is there a significant difference on the student’s preference on the TLE track when
grouped according to profile variables?
5. Is there a significant difference on the level of academic engagement of the respondents on
their specialized subject when grouped according to profile variables?
6. Is there a significant relationship between the student’s preference on TLE track and level of
academic engagement on their specialized subject?
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RESEARCH DESIGN, METHODS AND MATERIALS
The study will use correlational research design in order to determine the relationship between the
student’s preferences on TLE track and their level of academic engagement on their specialized
subject. The study will make use of the Grade 9 students as the respondents who are enrolled in
Pulo National High School, on of the secondary school in the City School Division of Cabuyao.
The study will collect and analyze data through survey method in which a closed questionnaire
will be utilized which is divided into three parts. The first part is the socio-economic profile which
will cover gender, number of family members, and monthly income. The second part is the
student’s preference on TLE track; and the third part will be their level of academic engagement.
To analyze the data, the researcher will use statistical instruments which are the Independent T-
test, standard deviation, weighted mean, Analysis of Variance (ANOVA) and Pearson-product
moment correlation.

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RELEVANT REFERENCES
Ariaso, D. & Tancinco, N. (2016). The Plight of Technology and Livelihood Education Teachers in
Selected Schools in The Municipality of Naval, Biliran, Philippines. College of Education, Naval
State University Main Campus, P.I. Garcia St. Naval, Biliran, Philippines.

Cacho, Reynald M., and Brenda B. Villamor. "Teacher training candidates’ profile and preferences:
Implications for recruitment programs, admission policy and curricular management."
International Journal of Research 7.2 (2018): 57-69.

Curan, Nikki Joyce Cabansag. "Factors Affecting Students’ interest In Learning Technology And
Livelihood Education (TLE) Competencies In The Junior High Schools In Echague, Isabela."

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THANK YOU
JAN VINCENT V HAGOSOJOS,LPT
janvincent.hagosojos@deped.gov.ph
Master in Arts of Education
Technology and Livelihood Education