CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

On the field of education and to the entire nation, quality and excellence of learning is outmost
importance. It is necessary that schools should produce quality graduates, who will develop the
social and economic components of nation building in order that the country can achieve full
development and progress. It is said that change is the only permanent reality in life, the
Department of Education (DepEd) has opted for curricular change with the end in view of
improving further the Philippine Educational System. The Philippines implemented a new
curriculum which started last 2012-2013. This is the shift from Basic Education Curriculum to the
new K to 12 curriculums. The said innovation in the Philippine education has been made legally
by the Republic Act 1033 or the Enhance Basic Education Curriculum 2013. There are many
innovations introduced to the curriculum such as the extension of years spent in school. From
the old disciplines to the new one. According to the presentation of the Senior High School is
two years of specialized upper secondary education based on aptitude, interests, and school
capacity. The choice of career track will define the content of the subjects a student will take in
Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks. There
are seven Learning Areas under the Core Curriculum. These are Languages, Literature,
Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current
content from some General Education subjects are embedded in the SHS curriculum. Each
student in Senior High School can choose among three tracks. The Academic track includes
three strands: Business, Accountancy, Management (BAM); and Science, Technology,
Engineering, Mathematics (STEM); Technical-Vocational-Livelihood (TVL) Students undergo
immersion, which may include earn-while-you-learn opportunities, to provide them relevant
exposure and actual experience in their chosen track.Atty. Joseph Noel M. Estrada, in his
presentation during the PAASCU General Assembly (2013), said that there is an assumption
that public schools will most likely go in to the technical vocational track and the private schools
in the academic track. Meanwhile former DepEd is determined to push for technical-vocational
education in public high schools because of the results of the 2007 National Career Assessment
Examination (NCAE) in which of the 1.3 million high school senior examinees 711, 526 showed
a high aptitude for These challenges is also felt in Sorsogon National High School, hence, a
study on the effectiveness of TVLcurriculum among the graduating Grade 12 students of Forbes
College, Legaspi Campus was conducted. The primary goal of this study is to identify factors
that influences the effectiveness of TVLcurriculum. In order to meet that aim, the study will focus
on the following specific objectives: to gain further information and knowledge, and discuss
certain information from the graduates the effect of TVL curriculum to them; and to inform, orient
and educate people about the advantages of taking TVL curriculum in senior high enhance
learners’ basic skills, produce more competent citizens, and prepare graduates for lifelong
learning and employment. " K " stands for kindergarten and "12 " refers to the succeeding 12
years of basic education (6 years of elementary education, 4 years of junior high school, and 2
years of senior high school). As Izanagi Cruz put it, "The whole point of the entire K to 12
reforms
is to answer the needs of about 30 million young people (those below 24 years of age) who
have not finished Fourth Year High School. Or out-or-school youth of employable age, more
than six million are unemployed, primarily because they do not have the skills that employers
want. The new system guarantee that the students will be able to master lifelong skills by the
time they graduate from the K-12 program, they will be more equipped and ready to enter
college, get a job, or start on their own venture. Background of Study K–12: Since its
implementation, it has been one of the most pressing issues in the country. Some are in favour,
yet some of them question the capability of the country to adapt to what is generally accepted
by the world in terms of educational standards. The Philippines has been trying to keep up with
what the world has set as standards, especially when it comes to the educational sector. We, as
a country known to provide valuable manpower to the world, have to conform to what is
generally accepted by the majority as standards when it comes to a laborer or employee’s
educational attainment. According to what the rest of the world has set, the Philippines is
becoming more and more globally competitive. All students and professionals will benefit from
the K– 12 programs being just another step closer to a brighter and more competitive future.
Theoretical framework Bandura stated in his Social Cognitive Career Theory that an individual’s
confidence in her or his ability to succeed in specific situations or accomplish a task determines
the willingness and motivation with which the individual will pursue a career or education path.
On the other hand, Gottfredson’s Theory of Circumscription and Compromise states that career
choice is a process of elimination or circumscription in which a person eliminates certain
occupational choices from further consideration. This is influenced by self-concept development
and various developmental life stages. Compromise is a complex process in which one's
interests are frequently sacrificed for options that are in line with the need for prestige or
external realities such as the labor market, gender expectations, or cultural expectations. the
early 1900s, Frank Parsons, who developed Trait and Factor Theory through talent-matching
approach that later developed into the Trait and Factor Theory of Occupational Choice. It says
those individuals and occupations each have unique characteristics and traits. Individuals
develop
these traits over their lifetime, and the highest satisfaction comes when there is a good match
between the characteristics of the individual and the occupation. Significantly, social learning
theory shows how individuals make career decisions that emphasizes the importance of
behavior (action) and cognitions (knowing or thinking) in making career decisions, teaches
clients career decision techniques and how to use them, and examines four basic factors to
understand why people choose the work they do as well as other occupationally related
decisions. Lastly, the career development theory of Donald E. Super focuses on how careers
unfold over the life span. Career choice is affected by complex and multi-faceted biological,
psychological, sociological, and cultural factors. Conceptual Framework The conceptual
framework for this study focuses on the IV-DV relationship. It consists of the independent and
dependent variables. The independent variable consists of two (2) parts: the status of the TVL
Graduates as to NC Holder, Employment Status and Profile, and the Assessment of the TVL
Curriculum as to Subject Offers. The dependent variable consists of three (3) parts as to the
assessment of the technical-vocational-livelihood track, employee satisfaction, and employer
satisfaction.
STATEMENT OF THE PROBLEM

What is the profile of the respondents in terms of:

Gender:

Age:

Strand:

1.What are the implementation program for graduating TVL students?

2. How does TVL strand development and improvement of skills of the students in terms of:

3.. What is the current situation of the graduating TVL students?

4. How effective is the TVL curriculum in terms of student’s competencies?

5. What are the challenges encountered by TVL student?

SIGNIFICANT OF THE STUDY

The commencement ceremony, or graduation, marks the end of a high school student's
education and is a significant event and transition point for students, parents, and teachers. It is
a time for students, parents, and teachers to celebrate their hard work and accomplishments.
Students take pride in having met the graduation requirements set by their state and local
boards of education; parents celebrate their children's accomplishments; and teachers and
school administrators celebrate the fruits of their labor. Commencement exercises serve as a
transition point for the individual members of the graduating class who will follow diverse paths
into futures that may include higher education, the military, and the world of work. The purpose
of the commencement exercise is to acknowledge the students who have successfully met the
requirements for high school graduation, usually with the presentation of a diploma. Graduation
requirements differ from state to state and from school district to school district within a state.
The accountability movement that took place during the 1990s resulted in more stringent
requirements for high school graduation, leading to the creation of state tests that students must
pass in order to earn a traditional diploma. States have responded to demands that high school
graduates be able to demonstrate mathematical and language skills needed for success in
higher education and the workplace by creating a series of diplomas. The traditional diploma
that was once awarded to all students who participated in the commencement exercise has
been replaced in some states by differentiated diplomas and certificates. The new diplomas
include the traditional diploma, diplomas for exceptional students whose handicapping
conditions prevent them from meeting all graduation requirements, and certificates of
attendance for students who have attended classes without passing all graduation
requirements. By replacing the traditional diploma with awards that differentiate between
students based on their achievement, high schools attempt to clearly designate the knowledge
and skills of students who have completed study.
SCHOOL ADMINISTRATOR- The school administrator
can benefit from this study because it will provide insights and information about relationships
between the students' preferences on TVL track and the factors affecting their academic
engagement.
PARENT- 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-They shall be given this paper as reference should they decide to
conduct
a follow-up study in order to focus on building a stronger, more empirically grounded framework.
PREFERENCE-this study, it refers to the free choice of a desired career, as well as decision-
making in a perplexing situation. In this study, it refers to the like hood of the chosen track for
the
first-year college students in their senior high school.
STUDENTS ENGAGEMENT- In this study, it refers to the first-year college students who
underwent TVL tracked 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 skills and
knowledge intended for the students who are engaged in the process of learning and will tend to
be more receptive to further learning. Study Habits In this study, the usual form or action of a
person is studied.
TEACHERS-RELATED ASPECT- In this study, it refers to the methods or strategies that a
teacher uses in teaching her lesson or the subject matter.
TVL TRACK-in this study, it refers to the track in the K-12 curriculum that follows the rules of
Technical Education and Skills Development. This means each student has the chance to
explore the main courses of the new revised curriculum.

REVIEW OF RELATED LITERATURE

According to graduating students, they choose their job fields for 

many reasons. The factors that affect this decision include family, passion, 
salary, and experience. In addition to these factors, race and gender can 
It also affects what field a student may choose. Some professions have a greater 
percentage of a certain gender or race. Another thing that plays a big role in
The people or role models in a student's life influence his or her decision on what field to study.
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.
In the 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 
A few more have occupied managerial roles (Klaveren & Tijens, 2009). Grant 
The Thornton Business Report revealed that in 2012, South Africa had 28% of women.
a % increase over the previous year's survey
(Grant Thornton, 2013). This positioned South Africa just outside the top 10.
country when it comes to women in top managerial positions, thus illustrating 
It seems that South Africa has been making progress, albeit limited. Advancement into 
Career development can only happen through the process of career development. 
A change or series of changes that occur in an individual's career are referred to as career
development.
The technical-vocational track
The technical-vocational track is more defined 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. 
The Philippine model divides courses into four strands where the student
can select from the mentioned programs, however, may not necessarily be available.
They are in the municipality or barangay (village) they are in and therefore need to take it.
in other towns or villages. The lack of critical tech-voch facilities
The availability of qualified teachers limits the accessibility of these programs to 
many. The number of those choosing the academic track may also be attributed to
due to the limited offerings 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 achieve their dream job However, students 
They often settle on a different path due to many factors they can’t control. Students
They will research their chosen career path and explore everything about it. The salary

The salary and benefits of that job do not play a role in this decision. In a research study, the
job characteristics, major characteristics, and Psychological and social benefits are of
importance when students choose a major.
(Begs et al., 2008). 
Study Habits
According to Sahib (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
Excessive sporting activities and involvement in clubs and organizations 
may pose a threat, but an insignificant one. Gwacela (2006) investigated the 
Academic performance is affected by socioeconomic and food security factors. It
It appears that parents' or guardians’ employment has a bearing on academic 
Performance suggests that students need more support to overcome food.
security factors. The study also pointed out that a lack of prior university 
The preparation and effective orientation program of the school affect academic
performance of 1st year students. Furthermore, transition factors, transfer from 
Personal issues such as insecurity and relationships
Tuition debts, financial issues, and disabilities have a significant effect on academic
performance. Study effort, student age, and a good fit between students'
Many students choose their major based on their academic ability (Beggs et al
et al., 2008). However, some students do not have the ability or the work habits to 
To succeed in some majors may require more study than in other fields of study. 
These students may find a better fit in a less work-intensive major that requires 
fewer challenging classesThis affects the career paths of these students. Other 
Students have the ability to handle majors with greater workloads and choose 
The career path that will lead to a job requiring more education. Examples of this 
These include veterinarians, doctors, or lawyers. For jobs such as these, 
Some students need more than one degree. On the other hand, some students have 
I have the desire to work in labor-intensive fields but lack the necessary skills.
to perform the tasks that are needed for their chosen field (Beggs et 
et al., 2008). Tutors and special education teachers are frequently used to assist these
students.
teachers, and special exceptions when taking exams and doing homework. 
Students are given every opportunity to excel and work in their field. Based on
Agriculture colleges are receiving students with high grade point averages.
school GPA’s. Studies show that the average high school GPA for agriculture is
is greater than 3.0 (Rocca, 2013).Therefore, students who enter agriculture will have
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 primarily concerned with the learning that occurs in the classroom.
in response to our educational effortsHow 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 they have learned (Heinich, 2002). There are studies that indicate 
It is clear that the deep approach to 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.
Academic Ability
because they result in the transformation of knowledge, life skills, and
behaviors and modifications of learners. Research on approaches to learning refers 
mainly to organized studying or organized effort in studying, which emphasizes 
rather than of the good time management, self-regulation, and effort in studying
motivation to succeed There are students who are enthusiastic about learning.
But there are also students who need to be motivated to perform their best. One.
One of the factors considered is their confidence.
According to Reid et al. (2007), the amount of time and effort that a learner 
can be put into achieving goals. It is also essential for learning and has a significant impact.
It impacts on how students engage in learning. Self-doubt 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 are requisite, whereas teachers’ 
My 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 preferences, and entry qualifications. The effect of learning 
preference, age, gender, and entry qualifications based on academic performance.
(measured as the final coursework mark obtained) was determined. 
Gender and learning styles relationships/associations, gender and entry
qualifications, age and learning preferences, and age entry qualifications were all
Pearson's chi-square test was used to analyze the data.The said study also illustrates that the 
investigated factors significantly affected academic performance. This 
This observation could be a consequence of an impressive performance in the 
The coursework exams are taken by a large proportion of students, resulting in less variation in 
The recorded grades and perceptions of the learning environment (Richardson, 
Diseth (2007); Parpala (2010)).

Learning preferences were found to be independent of both age and 

gender of students. It was concluded that more determinants of academic
performance needs to be investigated. Karemera (2003) found that students' 
Performance is significantly correlated with satisfaction with academics.
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 meaning with a very high impact. The rest of the 
The indicators were deemed to be of high impact, with the indicator ‘teacher is always 
late 'having the lowest mean.
(Frederiksen 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 
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 standardized math test scores, 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 
In a paper published in Psychonomic Bulletin & Review in 2007,
Review. Research on memory provides a number of important suggestions about
is the most effective way to study. One of the most important tips is that students 
They should study by testing themselves rather than just reading over the material. It is 
It is also important to study over a period of days rather than waiting until the last minute to 
study. Kornell and Bjork's studies suggest that only about 2/3 of college students 
They routinely quiz themselves, and a majority of students study only once for 

In the upcoming exams (Markman 2012), These findings are consistent with this.
study’s findings wherein it was discovered that among factors related to the study 
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 is intended to examine the effect of frequent testing on 
Iranian English students' 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 
The administration of frequent quizzes had a positive correlation with classroom success.
attendance.
Instructional Materials
While a teacher's job does not end with managing the classroom, 
In addition to planning and evaluating, the instructional materials also have a
part of the teaching and learning process.
The student’s enthusiasm, involvement, and 
The material used by the teacher has a significant impact on students' willingness to learn.
in the classroom. Instructional materials must serve as a vehicle for improving
improve the quality of learning for every student. The guide questions cited by Corpus and 
Lucido (2008) explains the standards to consider in the selection of instructional 
Instructional materials give a true picture of the idea or subject.
presented. Instructional materials contribute meaningful content to the topic.
Student’s Engagement
Engagement is a student's persistent effort with positive emotion to stay 
set learning objectives by focusing on participating in learning activities aimed at achieving the
learning objectives
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 
and behavior, emotion, cognition, and agency, respectively (Christenson).
et al., 2012; Fredricks, Blumenfeld, & Paris, 2004; Reeve, 2013; Reeve & Tseng, 
Skinner, Kindermann, Connell, and Wellborn, 2009; Skinner, Kindermann, Connell,
And Wellborn, 2011).
Student engagement in classroom activities is a complex 
matter. Engagement can be defined as behavioral, emotional, or cognitive
(Marchand, 2014). Behavioral engagement occurs as students show effort and 
Persistence is seen during an activity; emotional engagement is seen when a
They find an activity interesting if they feel positive and happy while performing it.
Cognitive engagement encompasses student involvement and their 
active use of learning strategies that promote deep understanding (2014). If all 
If all three types of engagement are present, then student learning is maximized and 
In a classroom engagement is achieved. Numerous research studies have been 
done to prove that students who are behaviorally, emotionally, and cognitively 
The involvement of students is critical.
a necessary component for student success
Career Path
The 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 people.
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
life. Participation in agriculture clubs such as FFA and 4-H can also have an effect.
effect on students’ career choices. The objectives of this research study were to
determine what factors affect agriculture students’ choice of career path. A
A questionnaire was developed to examine areas of interest and attributes that
This may have influenced students when choosing a career path. The questionnaire
It was completed by 128 students in the freshman studies classes of The
who plans to major in agriculture at the University of Tennessee at Martin. Chi-square
Tests were used to examine relationships among study factors. According to this
In a survey, students are most influenced by family when choosing a major; 22%.
They 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 factor affecting their
choice. FFA played a larger role in determining 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 rather 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 have a positive impact on the world.
Students also believe that there are excellent career opportunities in agriculture.
Personal Background
According to Maslow, the social aspect is the third need. This comprises the need for 
belonging, love, and affection. Maslow considered these requirements to be lower.
Physiological and security needs are more rudimentary. Relationships such as 
Friendships, romantic affections, and families help realize this necessity for 
participation in social, community, or religious activitie
groups. Socio-economic status is one of the most researched and debated factors.
Among the educational professionals that contribute towards the academic 
performance. The most prevalent argument is that the socioeconomic status of learners 
It affects the quality of their academic performance. The social assistance of the
School personnel, family members, and community members all play critical roles.
Students' achievement of academic performance goals (Goddard, 2003).
Farooq et al. (2011) revealed that socio-economic status and parents' education were
It has a significant effect on students’ overall academic achievement as well as 
achievement in the subjects of mathematics and English. The extreme and average
The higher socio-economic level affects the performance more than the lower level.
Moreover, parents’ education means more than their occupation in relation to 
parents' academic performance at school, and it was found that girls'
Male students outperform female students. the study conducted by Harb & El
According to 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 a significant effect on the students’ grade point average (GPA).
The study further shows that most of the studies focused on students’ 
performance in western culture. Their study showed that cultural differences have
It may play a role in shaping the factors that affect students’ performance, and it is 
It is important to examine those relevant factors for the United Arab Emirates (UAE).
society. 
The study of Harb & El-Shaarawi (2009) cited aims to investigate the socio-
The economic characteristics of UAEU students in relation to their performance
Taking into account variables pertaining to the UAE's society Using regression
After analysis, results show that the most important factor that affects students’ 
performance is their competence in English. It also shows that students who 
Those on leave 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 a crowded household Moreover, the results show that 
Non-national students outperform national students, and female students outperform their male
counterparts.

RESEARCH GAP

The modified questionnaire was submitted to the adviser for comments and suggestions. After
After that, it was edited for approval. The researcher then gathered data through the collective
The respondents' responses to the correlates of students' preferences for the TVL track and
Academic Engagement in GAS, HUMMS, ABM, BNC, STEM, ICT, and Drafting Technology
students. Questionnaires were distributed to the respondents. After giving the letter to the
Researchers sought permission from the dean's office after receiving official approval from the
dean's office.
respondents inside the MSU-IIT campus to gather data from them. After answering the
The researchers gathered the entire questionnaire and checked them. After each
After the procedure, the researcher went over to their adviser for the statistical tool.

NOTES
Fizer, D. (2013). Factors affecting career choices of college students enrolled in
agriculture. Research paper presented for Master of Science in
Agriculture. Date Retrieved. December 2018.
https://www.utm.edu/departments/msanr/_pdfs/Fizer_Research_Project_F
inal.pdf

Gablinske P.B. (2014). A case study of student and teacher relationships and
the effect on student learning Open Access Dissertations. Paper 266.
Date Retrieved. December 9,2018. https://digitalcommons.uri.edu/oa_diss/266

Diseth, A. (2007). Approaches to learning, course experience and examination

grade among undergraduate psychology students:
Testing of mediator effects and construct validity. Studies in Higher
Education, 32, 373-388 Date Retrieved. December 2018.
https://www.tandfonline.com/doi/abs/10.1080/03075070701346949
Farooq, Muhammad & Chaudhry, A.H. & Shafiq, M & Berhanu, Girma. (2011).

Factors affecting students' quality of academic performance: A case of

secondary school level. Journal of Quality and Technology Management.
7. 01-14. Date Retrieved: January 9, 2019.
https://www.researchgate.net/publication/284150574_Factors_affecting_st
udents'_quality_of_academic_performance_A_case_of_secondary_school
_level

Fizer D.(2013). Factors affecting career choices of college students enrolled in

agriculture. Date Retrieved. December 8, 2018.
https://www.utm.edu/departments/msanr/_pdfs/Fizer_Research_Project_F

CHAPTER 2
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 academic engagement.
The researcher opted to use this kind of research considering the desire of 
For the researcher to obtain first-hand data from the respondents so as to formulate 
The Study came to rational and sound conclusions and recommendations.
This could serve as a basis for giving necessary support in terms of additional training/seminars,
providing guides, manuals, textbooks, and other instructional materials as well as educational
facilities that would lead to a better K to 12 implementation.
Campus Administrators at Forbes Sorosogon National High School
With the findings of the study, they could have a clear picture of what is really happening in
teachers’ tasks as
To the teachers’ relevant needs For the teachers, this will serve
as a way of reflecting on their own repertoire and an avenue for professional growth.
To the parents, community people, and other stakeholders,
With this study, they will become fully aware of the needs of the teachers; thus, they can extend
their full support and active cooperation to the school’s program and project. Concerning 
To teachers’ needs
To the future researchers
This will be a guide for conducting similar investigations.

RESEARCH PROCEDURE
If you are really not sure if you will be able to pursue any degree after high school or if you want
to earn money immediately after graduation, then this track is for you. Even without college, the
Technical-Vocational-Livelihood track will equip you with job-ready skills in the future.
This track also invests primarily in skills that can gain you the requisite COCs (Certificates of
Competency) and NCs (National Certifications), which would be essential when looking for
better career opportunities in agriculture, electronics, and trade. This is also important when
applying abroad, where the skills you gain would prepare you as you join the workforce.
Also, according to the Department of Education, the TVL specializations may be taken between
Grades 9 to 12. Exploratory subjects at 40 hours per quarter are taken during Grades 7 to 8.
Just like in the academic track, there are four strands you can choose from to make sure that
you will get the right fit.
The Department of Education’s vision under its new curriculum, which is the K to 12 Program, is
that "Senior High School (SHS) graduates will become full-fledged contributors to social
development and nation-building through deciding on what to continue on the four exits after
graduation—employment, entrepreneurship, higher education, or middle-level skills
development." Therefore, it is considered necessary to track down the status of the first alumni
of Camba Senior High School (CSHS) on their career path after graduation.

SAMPLING DESIGN
Wondering what track to take to achieve your dream course? If you have this in mind, you’re
probably an incoming senior high school student. So, here’s a piece of advice: choose your
track and strand wisely. Doing this will encourage you to pursue college or to start your career
shortly after graduation. Are you more of the latter? If so, here’s the best tip for you: Take the
Technical-Vocational-Livelihood or TVL track.
So, what’s the TVL track?
The subjects under the TVL track strictly follow TESDA’s rules, ensuring workplace-ready
students. In fact, every TVL strand helps students acquire job-ready skills. The TVL track does
not only guarantee skills but also ensures employment, backed by TESDA certifications:
Certificate of Competency (COC) and National Certifications (NC). So, for students who want to
get hired right away in the fields of agriculture, electronics, or trading, the TVL track is for you.
Choosing Among the Strands Under the TVL Track
Having a hard time choosing the best TVL strand for you? Don’t worry, you’re not alone. Many
students find it hard to choose among the TVL strands since it will determine their future career
or college program. So, take this moment seriously. Read on and learn what TVL track strand
works best for you.
A list of TVL track strands:
1.Strand of Information and Communications Technology
2.Home Economics: Strand
3.
The Information and Communications Technology (ICT) Strand
The ICT strand is best for students who want to take computer science and its related degrees
in college. In fact, this is perfect for tech-savvy students who are fond of using technological
tools to foster their skills. This TVL strand will enhance your skills in technical drafting,
animation, and programming languages. You will learn how to write computer programs
and design websites, too.
Sure enough, the ICT strand will equip you with skills that are highly critical in the tech field. Do
you want to pursue this strand? Check out the list of ICT strand specializations below.
SPECIALIZATIONS IN THE ICT STRAND
Animation (NC II)
Broadband Installation (Fixed Wireless Systems) (NC II)
Computer Systems Servicing (NC II)
Computer Programming (.Net Technology) (NC III)
Computer Programming (Java) (NC III)
Computer Programming (Oracle Database) (NC III)
Computer Systems Servicing (NC II)
Contact Center Services (NC II)
Illustration (NC II)
Medical Transcription (NC II)
Technical Drafting (NC II)
Telecom OSP and Subscriber Line Installation (NC II)
Computer Systems Servicing (NC II)
Home Economics (HE) strand
While the ICT strand focuses on technology, the HE strand focuses on livelihood projects such
as caregiving, cookery, bartending, baking, handicraft making, tourism, housekeeping,
dressmaking, and such. This strand will greatly help students find jobs immediately. These are
the HE strands specializations you will get.
SPECIALIZATIONS ON THE HE STRAND
Attractions and Theme Parks Operations with Ecotourism (NC II)
Barbering (NC II).
Bartending (NC II)
Beauty/Nail Care (NC II)
Bread and Pastry Production (NC II)
Caregiving (NC II)
Commercial Cooking (NC III)
Cookery (NC II)
Dressmaking (NC II)
Events Management Services (NC III)
Fashion Design (Apparel) (NC III)
Dressmaking (NC II)
Food and Beverage Services (NC II)
Front Office Services (NC II)
Hairdressing (NC I, NC II, NC III)
Handicraft (Non-NC)
Housekeeping (NC II)
Local Guiding Services (NC II)
Tailoring (NC II)
Promotion Services (NC II)
Travel Services (NC II)
Wellness Massage (NC II)

SOURCES OF DATA
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's theory of the 
students’ engagement and Supers Developmental Theory.
As cited by McLeod (2011), Banduras' social learning theory posits that 
People learn from each other via observation, imitation, and modelling. The theory 
It has often been called a bridge between behaviorist and cognitive learning.
theories because it encompasses attention, memory, and motivation. People learn 
Through observing other people’s behaviour, attitudes, and outcomes of those 
behaviors. Most human behaviour is learned observationally through modelling.
From observing others, one gets an idea of how new behaviors are performed.
and on later occasions, this coded information serves as a guide for action.
On the other hand, social learning theory explains that human
in terms of continuous interaction between cognitive, behavioral, and 
environmental influences. This interaction will help their preference on the TVL track.
That relates to their academic engagement. 
As cited by Boski (1989), the Ichheiser’s theory of social perception is
It discusses the potential contributions of experimental social cognitive psychology. 
Despite the fact that Ichheiser's never conducted a person perception experiment,
attributional processes, he was able to clarify concepts with a precise
necessary for factorial experimental design. Among other topics, Ichheiser’s 
I wrote on conscious vs. nonconscious processes in perception and 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, personality and perception were two sides of the 
same coin. As cited by Myasnitskaya (2014), in Lev Vygotsky's theory of the students ’
"We must admit that at the beginning of each age period, there 
develops a completely original, exclusive, single, and unique relationship, specific to 
at the given age, between the child and reality, mainly the social reality that 
surrounds him. We call this relationship 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 The shape and path
that the child takes
They will acquire ever-newer personality traits, drawing them from the social environment.
reality as derived from the fundamental source of development, the path that the social
becomes the person."
Also, I super stressed the need to understand and predict a career. He
defined a career as a sequence of occupations, jobs, and positions held during the 
course of a lifetime, including prevocational and post-vocational activities. 
Super asserted that what was actually needed in vocational guidance was a 
A career model, which takes into account the sequence of positions that an 
a person holds during her or his working lifeInterest in understanding
It's fantasticto look into people’s career patterns, which portray one aspect.
In the context of vocational development, the sequence of changes in occupational level and 
field over a period of time. Although initially "set out" by the individuals whose parents
Individual socioeconomic level patterns are also determined by an individual's abilities.
personality traits and the opportunities to which they are exposed. The analysis of 
The career patterns support the view that the life cycle imposes different vocational 
people at various times of their lives (Patton, 2006).
To have a better understanding of the flow of this study, a schematic 
A diagram is illustrated in Figure 1. It can be seen in the diagram that there are two 
variables are identified. First is the independent variable, which consists of the 
respondent’s profile that includes their personal information such as age, course, 
sex, the family’s monthly income, the father’s educational level, and the mother’s educational
level, father’s occupation, mother’s occupation, and the factors in choosing TVL 
and prefer a path after graduating from the course. The second is the dependent variable.
which happens to be the students’ academic engagement for the first year of college.
Students underwent a technical vocational livelihood track.
The researchers then presumed that the respondent’s socio-economic 
The student's profile and the correlates of their preference on TVL track influence the 
respond dent’s academic engagement
 
RESEARCH INSTRUMENT
The curriculum was presented to graduating TVL students.
In the field of education and for the entire nation, quality and excellence in learning are of
utmost importance. It is necessary that schools should produce quality graduates who will
develop the social and economic components of nation building in order for the country to
achieve full development and progress. It is said that the only constant in life is change; thus
, the Department of Education (DepEd) has chosen curricular change with the ultimate goal of
improving the Philippine Educational System even further. This 360-degree change is targeted
at extending basic education from ten years to twelve years. This is because, among the 193-
member states of UNESCO, only three countries have retained the 10-year program: the
Republic of the Philippines, Djibouti, and Angola. Education in the Philippines is managed and
regulated by the Department of Education, or DepEd, as it is commonly referred to in the
country. The department controls the Philippine education system, especially the curriculum
used in schools, and the usage of funds used for further improvements, which includes the
continual building of schools and their facilities, and the recruitment of teachers and other staff,
among others. According to the Official Gazette of DepEd, the former basic educational system
of the Philippines was composed of 6 years of elementary education starting at the age of 6,
and 4 years of high school education starting at the age of 12. Afterwards, one can continue his
or her education by enrolling in technical or vocational schools or in higher education institutions
like universities. Although the 1987 Constitution states that elementary education is compulsory,
it was never put into force.
helps to improve the knowledge of the students.
Many factors affect academic achievement in the classroom. Each student brings unique
strengths, experiences, and varying degrees of support from family and the community. All of
these things impact student learning. Do any factors affect academic achievement in the
classroom? Each student brings unique strengths, experiences, and varying degrees of support
from family and the community. All of these things impact student learning.
But teacher quality has a powerful effect on student learning. When students interact with each
other and with content in meaningful contexts, learning is achieved. Teachers have the potential
to both create these impactful learning opportunities and to nurture relationships with their
students. When positive relationships have been established in the classroom, everyone is
more successful.
Establishing the Optimal Learning Environment
Teachers use a variety of strategies to improve student learning, but it is most important to
create a comfortable classroom where students feel secure. Student learning is improved when
teachers take the time to get to know students, to understand their needs, and to establish
meaningful relationships. Here are seven strategies that have a positive impact:
Having compassion and empath
Teachers who enjoy working with students show it, and this has a positive influence on student
learning. Students who feel respected and appreciated are more willing to cooperate and more
motivated to learn.
Creating a secure and reliable structure
Students respond well to the security of a structured routine. Teachers who give thought to the
establishment of a developmentally appropriate classroom structure create a strong foundation
for student learning to occur.
Ramping up the positive
Research suggests that when students hear more positive than negative feedback, they are
more successful academically. When teachers speak conversationally, give compliments, and
exchange nonverbal signals like "high fives" and "thumbs up," a positive classroom culture is
established. Corrective feedback should be constructive but not critical. Effective teachers focus
on the positive to improve student learning.
Supporting academic risk
When teachers create an atmosphere where students feel supported, they are more willing to
take academic risks. By giving students the tools to encourage and support each other, they
create a safe space where students will accept the challenge and stretch themselves to learn.
Teaching active listening
When teachers model good listening skills, they not only set a good example; they place
importance on students’ voices. Reminding students to look at the speaker and providing
opportunities to practice restating and asking clarifying questions will help students develop this
skill so critical for learning and for life.
Embeddings strategy instruction
To help students build useable skills, teachers embed strategy instruction in content-area
learning. These include note-taking, studying, and test-taking strategies. When learned and
applied in context, students more readily adopt strategies they can use again and again.
Building collaborative relationships
Learning with and from other students builds communication and social skills along with content
knowledge. Modeling collaborative skills and monitoring group behavior allows teachers to
guide and influence this powerful form of active learning. These skills will also prove valuable
outside the classroom in future relationships and careers.
The Role of Substitute Teachers
The impact of effective teachers on student learning is well established, but what happens when
teachers are absent? With students spending a significant amount of time under the care of
substitute teachers throughout their K-12 education, their role must be considered. How do
substitutes support the established environment of secure and trusting relationships?
To maintain the secure structure and trusting relationships that teachers work hard to nurture
requires the dedication of effective, quality substitutes. A team of substitute teachers dedicated
to district goals can support these relationally-based learning strategies that impact student
success in the classroom. The ability to support these powerful strategies comes from building a
team of quality substitutes by:
Recruiting qualified, caring candidates who have a desire to positively impact student learning.
Training substitute teachers in research-based instructional strategies and effective classroom
management. Creating a classroom experience that reinforces substitutes’ knowledge and
builds both their confidence and skills establishing managerial relationships that support
effective practice and motivate continuous improvement. Providing ongoing coursework that
improves skills and creates opportunities for professional growth.
Many districts are partnering with educational staffing companies to effectively establish a pool
of substitute teachers capable of supporting positive learning environments and crucial
classroom relationships. As experts in the student learning space, education-exclusive staffing
agencies provide every aspect of substitute teacher management.
From recruiting and training qualified candidates to mentoring and managing them long-term,
education staffing companies build powerful partnerships with the districts they serve. Echoing
the relationships teachers work so hard to build with students, education management
companies nurture relationally based partnerships that have a positive impact on student
learning.
helps to boost the confidence and abilities of the students.
For some of your students, confidence in the classroom comes naturally. They tackle new
materials head on and know how to get their points across. For your less-confident students, the
day-to-day requirements of school can cause anxiety and frustration. They may question their
abilities and struggle with the stress of balancing it all. As a teacher, you have the opportunity to
positively influence your students and encourage them to feel proud of their abilities and
accomplishments.
Here are five strategies to help boost your students’ self-esteem and confidence in the
classroom:
1. Recognize and praise accomplishments
Students who don’t have a lot of confidence tend to focus only on the negative aspects of what
they are doing. Make it a point to praise and acknowledge students when they do something
correctly, both in private and in front of their peers. Specific praise helps students know that
you’re paying attention and helps them acknowledge their own small wins. Giving short
feedback on a paper praising their word choice or having the class give a round of applause for
fellow students can make a world of difference. Check out this list of four student rewards that
encourage intrinsic motivation! (As a bonus, they don’t cost a thing.)
2. Establish reasonable expectations
Be realistic about what your students can accomplish. While it would be nice to see every
students achieve high achievements, it’s just not attainable for some. Have students create their
own set of goals and things they would like to accomplish during the school year, and then sit
down and review their lists with them. Setting goals that are manageable and reasonable for
your students can help them see how much they’ve grown. Try to differentiate your teaching
and create goals that represent every student in your classroom. Interested in learning more
about how to differentiate your teaching? Check out other blog posts we’ve written on
personalized learning.
3. Adopt a growth mindset
No student is perfect, so mistakes are inevitable. Those with low confidence may focus on their
failures and not see the progress that they’ve made. Use mistakes or failures as teaching
moments for students. Remind them that they are not defined by their shortcomings and
encourage them to keep moving forward in their studies. You may hear this practice described
as adopting a growth mindset, where students move away from saying things like "not" and
"can’t" to saying something more positive like "not yet." See how one student believes that
failure today equals success tomorrow in this inspiring video.

4. Improve feelings of ownership

Encourage your students to take ownership of their learning by providing them with
opportunities for decision-making when it comes to assignments or classroom rules. While it
can be tempting to just guide students through an assignment and show them how it’s done,
prompt them to arrive at the final answer in their own way. One way to do this is to create a list
of "must do" and "may do" assignments for students to complete. Sometimes, you’ll need all
students to complete a certain assignment to assess their understanding, which would make it a
"must do." Then, students can look to the "may do" list to have a choice in what they want to
work on next. Students will have a greater sense of pride in their learning when they feel a
sense of control. Incorporating inquiry-based teaching strategies into your classroom can help
you achieve this goal.
Don’t compare one student to another.
Your students have their own unique strengths, talents, and needs. Accept that some students
will have strengths where others don’t, and don’t treat them as a homogenous group.
Differentiated learning can help students identify how they learn best. When students feel like
their needs aren’t being met in the classroom; they may feel like they’re not welcome. Take note
of the different strengths and learning styles your students have, and create a classroom
environment that fosters the unique abilities of individual students. When students are in-tune
with what works best in helping them learn, they may begin to empathize with each other and
have an open dialogue around successful strategies.

develops the well-being of the students

Not many days go by without the media raising concerns about mental health in children and
young people. It has been reported in July 2019 that 3 out of 5 secondary school students have
experienced mental health problems themselves or are close to someone who has. That could
be as many as 18 in a class of 30, who could be suffering with anxiety, depression, or other
mental health issues. 
Mental health issues can affect any child or young person, but there is evidence to suggest that
the likelihood of experiencing these problems is not evenly spread across the population.
We also know that there are factors that are protective and compensatory—things that build
resilience among children and young people, but sadly, it is often the most vulnerable who have
problems accessing these; things like feeling valued and having a sense of belonging; the
opportunity to take part in sports and leisure activities; and the opportunity to build trusted
relationships with adults outside of the home.
Children who have experienced adversity are likely to have experienced trauma and issues with
attachment, so if schools understand the impact of these on the brain and behaviour of children
and young people, they will be better placed to support mental well-being for all students.
The impact of trauma
When children grow up in situations where trauma is repeated, they experience toxic stress, the
prolonged activation of the stress response without protective relationships. This can prevent
healthy brain development, particularly their response to stress. 
Such children may perceive all sorts of situations as threatening and their brain will launch them
into a "survival instinct" stress response: fight, flight, or freeze. This may have kept them safe in
the past, in domestic violence situations, for example, but may lead them to behave in ways that
seem unpredictable and disproportionate in a school setting.
As adults, we must remember that feeling safe is not the same as being safe, and these
students will not be able to tell the difference between the very real threat of a violent adult in
the home or the feeling of threat that may accompany being "told off" by a teacher, or being
asked to do work that feels too challenging.

Such students are not choosing to misbehave; they are responding to a very primitive drive to
keep themselves safe. Sadly, these children have not had the benefit of an adult consistently
providing that safety.
If staff working with students understand this, they can help the child feel safe and co-regulate
with them so they learn to manage the feelings of anxiety and panic that can cause these
responses, eventually reaching a point where they learn to regulate themselves or at least have
strategies they can use to help them calm down and know there are trusted adults who can
help.
Attachment
Babies have strong instincts to help them survive, and behaviors that are designed to attract an
adult who will take care of them. When this happens, a baby expresses its needs in a state of
high arousal (red in the face, tense, screaming, heart rate high) and a caring adult will meet their
needs and soothe them. When this adult response is consistent, an attachment develops, and
these early relationships help the baby realise the world is a safe place and that they can rely on
adults to meet their needs and nurture them. This forms the basis for all future relationships and
shapes the child’s view of the world and themselves. If these needs are not consistently met,
the attachments are insecure and, as succinctly stated by John Bowlby, "We are as needy as
our unmet needs".
In schools, these children are constantly seeking to have those needs met by the adults who are
around them. The Dan Siegel Model is helpful to think about because they need to be seen,
safe, soothed, and secure. Unless they experience this in school, they will not only find it hard to
manage relationships and learn, but they will be driven each day to make sure their needs for
safety and security are met. "Small
changes, big impact."
Being trauma-informed and attachment-aware may not mean wholesale change of school
policies and practices, but it does mean creating a culture where adults are curious about the
cause of behavior and acknowledge that not all students "choose" the way they behave.
Students may feel anxious about situations, sometimes going into panic or survival mode where
aggression or running away will be the ‘best option’ of their activated stress response. Students
whose attachment needs were not met when they were young may still have those needs.
Allowing time to develop relationships will benefit rather than detract from learning and will
enable the student eventually to feel safe enough to learn.
cater to the needed skills and abilities of the student
Top skills for students
Here are 18 important skills for stu
for students to develop during their education:
Communication
Communication is a soft skill set that allows students to share their ideas. These skills can help
students express their thoughts in both verbal and written formats. With effective communication
skills, they can articulate their thoughts, debate their reasoning, and share ideas with others.
Students can also use communication skills to build relationships and work with others.
Important communication skills for students can include:

Active listening
Writing
Speaking
Presenting
Empathy
Related: 10 Communication Skills to Add to Your Resume.
Collaboration
Collaboration is when two or more people work together to achieve a common goal. Students
use collaboration to complete group projects and share tasks. They can develop these skills in
the classroom and through extracurricular activities such as sports or clubs. These skills are
important in many careers, so developing them as a student could help prepare you for your
future roles.
Related: Definition and Examples of Collaboration Skills
Time management
Time management is the ability to prioritize tasks and deadlines. Students can use time
management to plan their schedules and accomplish their educational tasks on time. An
important part of time management is the ability to divide large tasks into smaller, achievable
steps. For example, if you have a research project due at the end of the semester, you can
separate the project into smaller portions, such as completing research, taking notes, drafting
the paper, and revising. Breaking tasks into smaller steps and budgeting time for each stage
could improve your academic performance.
Related: What Is Time Management? Plus, Useful Time Management Tips and Advice
Information literacy
Information literacy is the ability to find, assess, organize, and use information effectively.
Students can use this skill to conduct research, share their findings, and learn new concepts.
They can develop this skill when writing research papers, completing projects and studying
course material. Learning how to access and use information can benefit students in many
classes and careers.
Definition and Examples of Information Literacy Skills
Organizational skills
Organizational skills allow students to arrange, sort, and use their resources effectively.
Students may organize their notes, schedules, assignments, and course materials. Knowing
where to find certain information can help students perform all of their learning tasks. For
example, when studying for a final exam, a student with strong organizational skills can access
all of their notes quickly and use more time to study, which could improve their academic
performance.
Related: What Are Organizational Skills? (With Examples)
Critical thinking
Critical thinking is the ability to analyze facts and reach a conclusion. Students use critical skills
when writing research papers, lab reports, or solving mathematical problems. They analyze a
variety of facts to determine a thesis or general argument in many of their classes. This skill can
help them solve complex problems, create new solutions and make decisions.
Related: How to Develop Critical Thinking Skills
Creativity
Creativity is when a person uses their imagination to generate new ideas. Students can use this
skill to produce original work, design alternative solutions, and solve complex problems.
Creativity may also help students engage more in their learning, which could increase their
overall academic success.
Related: How to Be More Creative: Why It's Important and Steps To Boost Creativity
Problem solving
Strong problem-solving skills can help students succeed in many academic areas. They can use
this skill to solve math problems, scientific hypotheses, and research questions. This skill can
help student’s complete assessments, projects, and papers. Students with strong problem-
solving abilities may experience greater confidence when making decisions.
Related: Problem-Solving Skills: Definitions and Examples
Curiosity
Curiosity is a personality trait that students can develop over time. Curiosity is the desire to
know more about something, and it's an important skill for all students. Curious students often
ask more questions and learn more on their own. For example, a curious student might
complete additional research outside of school to learn more about a topic. This can help them
better understand the material, find passions, and succeed in class.
Adaptability
Adaptability is the ability to accept changes. This skill can help students gain confidence and
become more flexible when faced with change. Developing this skill could prepare them for their
careers and lives after school. Students can grow these skills by completing projects and
activities based on real-life problems.
Related: FAQ: What Is Adaptability?
Technology literacy
Being technologically literate, or able to use a variety of technological equipment, is an
important part of succeeding in school. Successful students can use computers, tablets,
software, web browsers, and presentation programs to complete their daily tasks. These
programs can help them share information, conduct research and communicate with a global
audience.
Analytical reasoning
Analytical reasoning is the ability to assess data and information to reach a conclusion.
Students can use analytical research in many fields, including math, science, and the
humanities. For example, they may analyze a scientific experiment to make a prediction, or they
can analyze their reading to come up with a thesis or general idea.Innovative thinking
Innovative thinking can help students become leaders and successful young professionals.
Innovation is the ability to think of alternative methods, products, or ideas, and it's an important
skill for many careers. In school, students can use innovative thinking to conduct original
research, write articles, and think of alternative solutions.
Evaluation
Evaluation is the ability to judge and assess different values. This is one of several skills
students can use to analyze information in their classes. It can also help them self-evaluate and
reflect on their learning to assess their progress. For example, a student can use flashcards to
assess their own understanding before a quiz. This can help them address any gaps in their
understanding or areas they need to focus on when studying.
Goal setting
Successful students use goal-setting skills to create plans for their education. Students can set
both short-term and long-term goals for their success. If you are practicing goal setting, consider
choosing specific and actionable goals with deadlines. For example, if you want to earn a high
grade in a certain class, you can break this goal into small, actionable steps, such as studying
one hour each night for the course.
Related: How to Develop a Successful Goal Setting Process
Self-direction
Self-direction, sometimes called self-management, is an important skill for high school and
college students. Self-direction is the ability to motivate and manage your own responsibilities.
Students can use this skill to prioritize their tasks and accomplish them on time. This could
improve their academic performance and learning.
Leadership skills
Students can use leadership skills to gain confidence, build empathy, and create change within
their schools. They can develop leadership skills by joining a student council or leadership
organization, participating in sports, or taking responsibility during group projects. In addition to
helping students succeed in school, these skills may also help students in their future careers.
Related: FAQ: Leadership Skills, With 20 Examples
Perseverance
Developing perseverance can help students succeed and achieve their long-term goals.
Perseverance is the ability to stay determined when faced with obstacles. Embracing challenges
and seeing them as an opportunity to grow could help students in school and their careers.
Students can use this skill to study for exams, complete projects and improve their academic
performance.
I am preparing for my own future career.
When you think about your future career, what comes to mind? If you’re like many people, you
might envision a steady stream of jobs in one industry, each one bringing you to the next level
of success.
That type of career, however, isn’t as common as it once was. According to statistics, baby
boomers held around 12 jobs by the time they turned 52, but half of those jobs were held
between the ages of 18 and 24. People change jobs, and external factors force jobs to
change. The global pandemic, for example, has shown how quickly different career paths and
company growth plans can be altered. While one company may be experiencing rapid growth,
another may be in survival mode
So, whether you’re starting a job search or you’re thinking ahead, how can you prepare for your
future career? Here are seven tips:
Steps to Prepare for Your Future Career
Research on Growth Trends
Knowing the projected growth trends of your desired future career can help you map out a
career trajectory. Find out what the different career levels are like and what you need to
accomplish to move up the ladder. Research the average salary on sites like PayScale and
Salary.com to understand the earning potential and to help you with future interviews and salary
negotiations.
Check out the Bureau of Labor Statistics, which is a fact-finding unit of the U.S. Department of
Labor. Its Occupational Outlook Handbook provides detailed information for a variety of fields
and can give you projected job growth rates, median pay information, and more.
Look for potential employers.
Find out who the big players are in your desired industry. Who is hiring and who has a company
culture that would mesh well with your professional and personal aspirations? Who offers the
benefits and work flexibility options you need?
Even if you’re not ready to apply, check out open positions at these companies to see what the
requirements are. Follow any company that interests you on LinkedIn, Twitter, and Instagram to
get an inside look at what the company is like.
Talk to other professionals
Interacting and networking with others can keep you in the loop when it comes to your future
career. And it doesn’t have to be done in the traditional networking meeting setting either.
Consider joining industry groups, both virtual and in-person.
Websites like Meetup.com can be a good resource for finding these groups, even if most
meetups are done virtually during the pandemic. Many of these professional groups involve a
weekly or monthly meeting where there may be a speaker or group topic to discuss. This can
open you up to meeting people in a new career area and forging new connections.
You can also schedule informational interviews to chat with professionals in your area of
interest. Despite using the word "interview," this sort of meeting is more of a get-together were
you can talk with someone who is doing a job you’re interested in, or someone who is higher up
in your industry. Ask how they got started in the field, what they’re working on, what they like
most and least about their job, and where they see growth opportunities—among other things.
Learn Submersing yourself in your future career can make you a more knowledgeable job
seeker when the time comes. Seek out related podcasts, blogs, YouTube content, and books.
Get to know what the hot topics and issues are in the industry. Who are the leaders and the
movers and shakers? Follow them on social media and interact when appropriate. Consider
volunteering, interning, or part-time work.
Getting hands-on experience in your desired future career area can be a huge plus. Taking on
an adult internship, volunteering, or being open to freelance work and/or part-time jobs can get
you job-relevant experience and help you see if this is a career field you really want to be a part
of. You can also create new relationships with people in the industry, potentially leading to job
references or recommendations or even a job.
Even if it’s not a full-time job, if you’re moving to a new career field, this experience can make a
significant difference and position you for success.
Professional Development
Depending on the field, taking some classes, earning a degree, or completing a certification
may be helpful or required to learn the most up-to-date information in the industry.
Many universities and learning platforms offer online courses, meaning you can fit in
professional development in your spare time. This addition to your resume can show that you
are serious about your new career and see the value in growing your skills.
Evaluate Your Personal Brand
Your personal brand—how you present your professional self-online and in your job search
documents—may need an overhaul. Are you using the most current industry verbiage in your
professional social media bios? Are you following subject matter experts to stay on top of the
trends? Is your resume updated to show how your skills work for your new career? Be sure to
highlight your transferrable skills and show how they can benefit a company.
Find Your Future Career with Flex Jobs
It’s always a good idea to be strategic in your job search, and that’s especially true when
you’re planning your career. By making smart moves now, you’ll invest in yourself (and your
career) for years to come.
When it’s time to make the move to a new career or job, Flex Jobs is here to help. We
have flexible job opportunities in over 50 different career fields—and all our jobs offer some sort
of flexwork option, such as remote work, flexible schedules, or freelance contracts.

STATISTICAL TREATMENT
Before k to 12, the Philippines had been one of only three remaining countries in the world—the
other two being DJ Bouri and Angola—to have a 10-year basic education cycle. Since 1945, we
have made the best of ten years of basic education—the result of an incomplete transition and
which was never meant to be a permanent situation. Finally, in 2010, the new
administration identified education reform at the very top of its priorities and pushed for this
reform through the Enhanced Basic Education Program, or k to 12. The High School offers a
Senior High School TVL Track for only the 2 strands: Home Economics and Information and
Communication Literacy, also known as HE and ICT. According to the previous students of
Senior High School, most of the students are not satisfied and dislike their chosen strand. It’s
because they have factors affecting their decisions.
According to the presentation of Dr. Corpuz, in the senior high school is two years of specialized
upper secondary education: students may choose a specialization based on aptitude, interest,
and school capacity. The choice of career track will define the content of the subjects that
students will take in Grade 11 and Grade 12. Senior High School subjects fall under either the
Core Curriculum or specific tracks. Studying is not all about following the factors that can affect
the student's interest in studying. Students deserve to choose what they want for their future.
But factors affecting their studies, like choosing their track and schools,
The Philippines adopted the K to 12 Basic Education Program in School Year 2012-2013, which
includes Kindergarten and 12 years of basic education. This was made possible through the
Republic Act No. 10533 Enhanced Basic Education Act of 2013, which added two years of
senior high school (SHS) with the goal of expanding high school education for higher education,
employment, middle-level skills development, and entrepreneurship.
The Senior High School (SHS) Program enhances the 21st-century skills of the learners along
with their career choices from the tracks and strands, namely:
Academic track with strands that include the Science, Technology, Engineering, and
Mathematics (STEM), Humanities and Social Sciences (HUMSS), Accountancy, Business and
Management (ABM), Maritime, and General Academic
Technical-Vocational-Livelihood track with strands that include Industrial Arts, Home
Economics, Information and Communications Technology, and Agri Fishery Arts
Sports track
Considered the most significant educational reform in the country, the K to 12 programs seek to
provide Filipino learners with the necessary skills and competencies to prepare them to face
the challenges of the 21st century. At the end of the program, SHS graduates are expected to
have fully acquired the following 21st-century skills: (a) learning and innovation skills; (b)
effective communication skills; information, media, and technology skills; and (d) life and career
skills, which are the in-demand skills as part of the Fourth Indu Revolution (DepEd Order No.
21, s.2019 Policy Guidelines on the K to 12 Education Program).
Current Situation
In SY 2017-2018, the first batch of approximately 1.2 million SHS students graduated in April
2018. This is the combined total of SHS graduates from the DepEd public schools, private
schools, and non-DepEd public schools. After 7 years of implementation, there is still a gap
between graduates of the K–12 programs and employment. The digital economy is driving the
Philippines’ emerging jobs and, by 2025, the country’s digital economy is expected to be worth
more than Php 1 trillion, according to the e-Conomy SEA 2019
Research Conducted
The three (3) released discussion papers of the Philippine Institute for Development Studies
(PIDS) in December of 2018 2019, and 2020 showed that there was a growing interest in
helping raise the employability of SHS graduates.
The PIDS Discussion Paper Series No. 2018-49, entitled Senior High School and the Labor
Market: Perspectives of Grade 12 Students and Human Resource Officers, released in
December 2018, revealed that despite identifying employment and entrepreneurship as a
rationale for the program, three-quarters of the grade 12 students plan to proceed to higher
education. This proportion is true even for those on the TVL track.

 FLOWTING CHART OF RESEARCH PROCEDURE

Output
 CHAPTER 3
RESEARCH METHODOLOGY

This chapter presents the research design, the population and sample, the research
instruments, and statistical treatment of data. Research Design This study will use descriptive
research with a survey questionnaire. It includes graduates from Sorsogon National High School
in the school year 2021–2022.

The Descriptive research is a quantitative research method that attempts to collect quantifiable
information from a population sample for statistical analysis. Calmorin (2004) defined the
descriptive method as a process of finding support for with adequate interpretations. This
includes facts and conditions that are current concerning measurements. Best (1998) defines
descriptive quantitative research as a process that describes and interprets the relationship
between variables; the testing of hypotheses; and the development of generalizations,
principles, and theories with universal validity. Based on the definition above, the researcher
used the descriptive method to determine the utilization of Morongueos native words in the
school context of Morong Senior High School through a questionnaire–checklist. The descriptive
method was the most appropriate for the study because it produced accurate and concrete
results based on the given data. It is critical to emphasize the study's findings.

RESEARCH INSTRUMEN

A researcher-made questionnaire was used as a survey tool to generate the career decisions of
the students after they graduate from senior high school. The research-made questionnaire was
composed of two parts. Part I was the demographic survey in which the participants were asked
to answer the following: gender, age, track, and strand. Part II, on the other hand, was the
curriculum exit those students could take after graduating from high school. This may either be
Trabaho, Negosyo, Kolehiyo, or Middle Skills Development. Aside from the survey
questionnaire, the researcher intended to conduct a Focus Group Discussion (FGD) wherein
eight (Grade 12) senior high school students were selected and represented the eight strands or
course offerings of the school. The school offers the following strands: General Academic
Strand (GAS), Science, Technology, Engineering, and Mathematics (STEM), Humanities and
Social Sciences (HUMSS), Accountancy, Business, and Management (ABM), Home Economics
– Caregiving, Home Economics – Bread and Pastry Production, Food and Beverage Servicing,
and Cookery, Industrial Arts – Electrical Installation and Maintenance, and ICT – Computer
Systems Servicing. The purpose of this FGD was to understand the reasons for the student’s
career decision and to strengthen the result of the study.
A researcher-made questionnaire was used as a survey tool to generate the career decisions of
the students after they graduate from senior high school. The research-made questionnaire was
composed of two parts. Part I was the demographic survey in which the participants were asked
to answer the following: gender, age, track, and strand. Part II, on the other hand, was the
curriculum exit that student could take after graduating from high school. This may either be
Trabaho, Negosyo, Kolehiyo, or Middle Skills Development. Aside from the survey
questionnaire, the researcher intended to conduct a Focus Group Discussion (FGD) wherein
eight (Grade 12) senior high school students were selected and represented the eight strands or
course offerings of the school. The school offers the following strands: General Academic
Strand (GAS), Science, Technology, Engineering, and Mathematics (STEM), Humanities and
Social Sciences (HUMSS), Accountancy, Business, and Management (ABM), Home Economics
– Caregiving, Home Economics – Bread and Pastry Production, Food and Beverage Servicing,
and Cookery, Industrial Arts – Electrical Installation and Maintenance, and ICT – Computer
Systems Servicing. The purpose of this FGD was to understand the reasons for the student’s
career decision and to strengthen the result of the study.

SAMPLING TECHNIQUE

This study aimed to determine the extent of implementation of the Technical-Vocational

Livelihood (TVL) track and the level of student outcomes in a secondary school in the Division of
Oriental Mindoro. A total of seventy-eight (78) senior high school The researchers employed the
descriptive method to collect data on student outcomes, which were defined by the
management, curriculum, enrolment rate, promotion rate, dropout rate, and the number of
students passing the National Certificate (NC) test. The researchers interpreted the data
using weighted mean while Pearson's was used to determine the relationship
between the extent of implementation of the TVL track and the level of student outcomes in the
Division of Oriental Mindoro. The researcher used the descriptive-correlational method of
research to describe the basic features of the data gathered. A purposive sampling technique
was used in this study in selecting respondents. The availability of facilities for the TVL track is
at a sensible stage in most of the public secondary schools that offer the said track. Teachers'
qualifications need to improve to produce more effective, service-oriented career people who
feel secure and independent in performing their tasks. The teachers' training provided by the
Department of Education is useful, efficient, and timely for hired senior high school teachers, as
shown in the result. Student outcomes are not affected by factors such as management and
curriculum. Thus, management and curriculum are not based on the students' choice of school
as well as the track they are going to take in senior high school.

GRADE LEVEL GRADE 12

POPULATION 78
NO. OF 15
SAMPLE

Sample size-15
Population-78
DATA GATHERING PROCEDURE
In collecting the data, the researcher asked permission from the school head to conduct this
mixed method.
research. After the approval, the Grade 12 students were asked to answer the researcher-made
questionnaire for
The survey Then, a purposeful random sampling was conducted for the identification of the
selected informants.
use of this inquiry or focus-group discussion (FGD) for a deeper understanding of the study. An
in-depth interview was
conduct for the eight selected students from each strand during vacant times to avoid disruption
of classes.
The collected data was treated using the following simple statistics, i.e., frequency, percentage,
and ranking.
Further, responses from the FGD were gathered to support the results of the survey conducted.

STATISTICAL TREATMENT

his study will use a mixed method wherein interviews and survey questionnaires will be used to
determine
the alignment to current employment of the NC holders of Sorsogon National High School

. This study will use the weighted mean method. A weighted mean is the point on the score
scales that is equal to the sum of scores divided by the total
l number of scores. The formula for

weighted mean x =? F

The researcher utilized the following statistical treatment

Mean = the total of all the scores
number of examine
Legend:
33-40 indicates advanced
25-32 = Upper Intermediate
17-24 = adolescent
9-16 = Lower Intermediate
0-8 = primary The Mean
Percentage Score (MPS)
Scores by Mean Percentage = Mean X 100