TECHNOLOGY AND LIVELIHOOD EDUCATION

COMPETENCIES AND EMPLOYMENT CAPABILITIES AMONG

GRADE 12 TVL-HE OF ROSARIO INTEGRATED SCHOOL

Arellano, Stephanie Shane

Castillo, Leah Kristine
Dacanay, Andrea Rose
Emperador, John Clarence
Javillonar, Joana Jennifer
Nonog, Kathleen
Robles, Genevieve

Don Mariano Marcos Memorial State University South La Union Campus, Philippine

ABSTRACT
The study sought to find out the relationship between the “Technology and Livelihood Education
Competencies and Employment Capabilities among Grade 12 TVL-HE of Rosario Integrated
School”. The descriptive type of research as the data gathering technique was used. The
subjects of this study were the Grade 12 TVL- Home Economics at Rosario Integrated School.
The researchers used the statistical range of the three consist of Knowledge, Understanding
and Performance wherein 0-10 with the description of Beginner, 11-20 is under Proficient
description and the highest is 21-30, Excellent as its description. The salient findings of this
study are as follows; the learning competencies in TVL in terms of Knowledge, Understanding
and Performance were all found "beginner" which results to the range of 0-10. On the
Frequency and Percentage under Knowledge, ninety-two (92%) of the respondents falls under
the outstanding level, while on the Understanding, out of 40 respondents only (1) of them got
the lowest frequency count with the percentage of three (3%) that lies under Satisfactory level
and ninety-seven (97%) of the respondents lies under Outstanding level. On the last domain
which is Performance the result of the respondents in the test, there are 5 frequencies in the
satisfactory with 10 as a percentage and in outstanding, there are 35 frequencies with 90% in
satisfactory.
 I. INTRODUCTION
Every Filipino graduate is envisioned to possess sufficiency in basic competencies and
adequately prepared for the world of work or entrepreneurship or higher education to be legally
employable (Dr. Giron). As the overall goal of our new curriculum, K to 12 Basic Education tells
us that teaching Technology and Livelihood Education plays a very important role in the
realization of the overall goal of the curriculum. Whether or not the K to 12 graduates are skilled
and ready for work, entrepreneurship and middle skills development depend to a great extent on
how effectively the teacher taught TLE (K to 12 BEC, March, 2012).
According to the article of Child Labor Knowledge Sharing Skills (CLKSS), the Career
Pathways in Technology and Livelihood Education (CP-TLE) program is the new Technology
and Livelihood Education (TLE) curriculum in 2010. It is composed of four (4) major livelihood
component areas, namely Home Economics (HE), Agriculture and Fishery Arts (AFA), Industrial
Arts (IA) and Information and Communication Technology (ICT). Entrepreneurship is integrated
in all areas in TLE and its components. CP-TLE is focused on either HE, AFA, IA or ICT from
Year I to Year IV and students choose the path they want to follow. Moreover, CP-TLE builds
the capacity of the high school students for self-employment and provides pathways for further
education and training in a chosen career. The practical and relevant course offerings are
responsive to individual and community needs and will provide students with opportunities to
become economically productive even if they decide to leave the formal school system at any
given time.
School offers TLE subjects depending on the available resources and qualifications of
teachers. The TLE subject offered areas on Crop production, Beauty Care, Cookery,
Dressmaking, Food and Beverages, Handicrafts and Entrepreneurship. When the K to 12 Basic
Education was implemented, the school added the exploratory courses for Grades 7 and 8 like
the Household Services, Housekeeping, Bread and Pastry production, Computer Hardware
Servicing, and Front office Services which were aligned to the Technical Vocational Livelihood
Track.
The K to 12 Basic Education Curriculum (Mandated in K to 12) RA 10533 Known as the
Enhanced Basic Education Act which was officially signed on May 15, 2013 mandates the full
enhancement and lengthening of Basic Education in the country. Pursuant to Section 5 of the
Act, the DepEd shall formulate the design and details of the enhanced basic education
curriculum. The DepEd shall work with the CHED and TESDA to craft harmonized basic,
tertiary, and technical-vocational education curricula for Filipino graduates to be locally and
globally competitive.
According to the committee of the k to 12 curriculums headed by Sec. Bro. Armin Luistro
(March 12, 2002), the issue on lack of mastery of concepts and skills partly due to a congested
curriculum did not end even with the already decongested 2002 BEC. This means that the
clamor for quality basic education cannot be responded to by mere curriculum decongestion.
Thus, the K to 12 Basic Education Program is not only concerned with curriculum decongestion
but also with other critical concerns like addressing shortages of educational inputs, improving
the quality of teachers and strengthened stakeholders’ participation.
In Technology and Livelihood Education, areas are so chosen to avoid duplication, to
make connection across the areas and to include other cross-curriculum elements
(mensuration, technical drawing, use of hand tools, occupational health & safety and
tools/equipment maintenance) in order to ensure greater cohesiveness in the curriculum as a
whole.
As early as Grade 9, the learner is offered multiple career pathways for technology and
livelihood education continued on Grades 11 and 12 where he/she is offered other
specializations such as academics, sports and the arts in addition to technical and vocational
education.
In offering the TLE courses, the school will choose at least 8 mini courses. The choice is
determined by the availability of its resources (faculty and facilities) as well as the local needs
and resources of the community. But the school has no enough facilities, tools and equipment
as well as qualified teachers to teach other specialization. Relating to the aforementioned
statements the administrator conceptualizing the present situation before the school put-up
required resources. He wants to know which areas of the Technology and Livelihood Education
has more demand in the vicinity of Sta. Catalina Sur, Candelaria, Quezon. Moreover, he would
like to identify which area interests the learners more.
This is the reason why the researcher decided to conduct a study on the Technology
and Livelihood Education Competencies and Employment Capabilities among Graduates: Basis
for School Readiness to Offer TLE K to 12 Curriculum in the High School.

II. Review Related Literature

Technical skills comprise the knowledge and capabilities to perform specialized

tasks related to a specific field. For instance, in the field of computer programming, and
technical skills it may include aspects like knowledge of computer languages, knowledge
of advanced algorithms, or knowledge of assembly languages related to the basic
functions of a computer. Someone with exceptional abilities in any of these technical
areas has the potential to secure a career in an associated field. A person with technical
writing abilities may get a job creating instruction manuals for complicated products and
equipment. A data expert may get a specialized job in database management. A person
with crafting abilities may get a job in handicraft institutions or in any job related to
assembling fabrics and other products (Calma, 2012).

Hard skills are the technical expertise and knowledge needed for a job. Soft skills
are interpersonal qualities, also known as people skills, and personal attributes that one
possesses. Business executives consider soft skills a very important attribute in job
applicants. Employers want new employees to have strong soft skills, as well as hard
skills. The top 10 soft skills as perceived the most important by business executives:
integrity, communication, courtesy, responsibility, social skills, positive attitude,
professionalism, flexibility, teamwork, and work ethic (Robles, 2012).

Technology and Livelihood Education Technology and Livelihood Education

subject can give students a source of money to earn a decent living. An example of this
is Dressmaking Course. With this course graduates can apply as sewer in a factory or
they can even build their own business if they want. Electrical Installation and
Maintenance can assure graduates to get job to support their needs in a business entity
as an electrician or even a simple electrician in their barangay. Commercial Cooking can
build the confidence of the graduates in engaging into small scale business like
carinderia and restaurant in the future. With Housekeeping, students can know basic
techniques in keeping houses spic-and-span. In consumer Electronics Servicing,
learners can repair domestic appliances like electric fan, washing machine, and flat iron.
In Computer Hardware Servicing, graduates can be a computer technician in an office or
even at school. With Food Processing and Fish Processing, students can engage into
selling processed fish like bagoong, tinapa, and daing Na isda in their community. They
can also deliver processed foods like strawberry jam and dried mango. With these
livelihoods, graduates can be confident in facing the future, TLE is very essential in our
daily life. Without it, life can be very frustrating. TLE is everywhere. Life revolves around
technology and livelihood to support existence. Every single act is accompanied by
such invention and work. People should know how to use technology as an advantage to
facilitate work and livelihood to sustain life and health (Tomaro, 2018).

A study conducted by Alimi, et.al (2012) emphasized the difference between the
academic performance of students in private and public school. It was found out that
school facilities have a great influence in the academic performance of the students in
the private school. Thus, Suggestions for the procurement of more facilities in public
secondary schools were made in order to enhance the academic performance of the
students.

One crucial variable that directly impacts the quality of learning acquisition
among learners is the adequacy or lack of school facilities that aid in the reinforcement
of knowledge and skills (Limon, M., 2016).

Identifying and classifying stakeholders are necessary to ensure success of an

organization that must respond to needs and expectations its clients. Moreover, knowing
stakeholder linkages can contribute to increase organizational worth (Reyes-Alcázar, et
al. 2012). The progress and development of school depends of the support of its
stakeholders knowing the minimal amount of budget of our government for maintenance
and miscellaneous repair and expenses the school is trying to find some means how to
meet the needs of the school and this is possible because of the financial and moral
support of the parents, municipal and barangay officials.

In educational institutions, success is measured by academic performance, or

how well a student meets standards set out by local government and the institution itself.
As career competition grows ever fiercer in the working world, the importance of
students doing well in school has caught the attention of parents, legislators and
government education departments. Although education is not the only road to success
in the working world, much effort is made to identify, evaluate, track and encourage the
progress of students in schools. Parents care about the academic performance of their
children because they believe that good academic results will provide more career
choices and job security. Schools, though invested in fostering good academic habits for
the same reason, are also often influenced by concerns about the school's reputation
and the possibility of monetary aid from government institutions, which can be a turning
point on the overall academic performance of the school (Bell, M. updated 2016).

According to Black, P. and William, D. (2011) assessment in education must first

and foremost serve the purpose of supporting learning. Teachers need to plan the
learning environment and activities that the students need to engage in the assessment
of their learning.
 Work basically entails conscious and sustained physical or mental efforts to do.
Usually, it is performed for remuneration, that us, as a means of livelihood. As such,
work is sometimes understood as employment, occupation or profession.

Employment meant as an engagement of a person in some occupation, business, trade

or profession and others. The nation of desiring to be employed can be explained by taking
three established facts: working hours per day; wage rate; and a man’s state of health.

Capability focus is one of the critical challenges currently facing organizations. This
involves an organization understanding, describing, recruiting, managing and developing the
knowledge, skills and personal qualities that its employees need in order to do their jobs well.

At the employee level, ‘capability’ refers to the personal qualities, knowledge and skills,
including specialist expertise, essential to a given role. At the organizational level, ‘capability’ is
an ability that an organization has, or requires, to achieve its organizational goals.

Organizational capabilities are the result of the combined employees’ capabilities and
the organization’s policies and systems. Achievement of organizational goals depends heavily
on the capabilities and engagement of its employees

As part of the new secondary school curriculum, Technology and Home Economics
(THE) provides learners in the urban, rural, and suburban areas with opportunities to apply
basic concepts and principles and relate values pertinent to the home and the world of work.
Technology and Home Economics covers four major components: Home Economics,
Agricultural Arts, Industrial Arts, and Entrepreneurship, organized as four units.

Furthermore, as stated on the enclosure of DepEd order 67, series 2012, the guidelines
in the implementation of the Technology and Livelihood Education (TLE) in the public and
private schools of the K to 12 Basic Education Program provides two types of curriculum for
regular high schools, which are described as follows: The Tech-Voc-based TLE is designed
based on the training regulation (TR) of the Technical Education and Skills Development
Authority (TESDA). It focuses on technical skills development in any area of specialization that
the student wants to pursue. The Tech-Voc-based TLE focuses on the five common
competencies to include mensuration and calculation, technical drafting, use of tools and
equipment, maintenance of tools and equipment and occupational health and safety in the
exploratory phase in Grade 7 and 8. Specialization will start from Grade 9 to 12. The Tech-Voc-
based TLE requires facilities, equipment and teachers who are trainer-certified and NC holders

Basic Technology and Vocational Education contribute in the development of

functionally literate, productive and holistically developed Filipino within the given 12 years basic
education. Starting from the Elementary, Grade 4 learners are given the opportunities to explore
in Home Economics, Industrial Arts, Agri-fishery, Entrepreneurship and Information and
Communication Technology. The 17 Gears represents 17 regions of the Philippines
Archipelago. Learners will be exposed to the General Education Components of K to 12,
Humanities and Arts, Mathematics and Science and Languages. Learners will be developed on
critical, Analytical and Problem-Solving Skills, Creativity and Innovations, Ethical, Moral and
Spiritual Values, Life and Career competencies, Communication and Literacies, Development of
Skills and Sense of Community and life & Career Competencies, Technology and Vocational
Education for General & Tech-Voc Schools which are classified as agriculture, Fisheries and
Arts and Trades. Tech- Voc schools focus on Technological knowledge and Vocational
Efficiency with emphasis on work ethics, Career Competencies and Local and Global
orientedness. The successful attainment of the main goal is the synchronize support system
from the Curriculum, Family, Internal and External Stakeholders, Societal, Instructional and
administrative. The abstract drawing of the learner with the helmet represents the Nationality
Certified graduate of Grade 12 which is ready for Employment, Entrepreneurship, Middle
Manpower Workforce who can pursue Higher Education. Education, Evaluation and Monitoring
is very important at all levels for the appropriate implementation of the K to 12 basic education
program which is represented as the base of the framework with arrows connecting to different
stages (Edilberto P. Dagot Hall, Philippine Normal University).

T.L.E is a subject that focuses around home life and general living, and the four
components of the subject include home economics, agricultural arts entrepreneurship and
industrial arts. (Technology and Home Economics II, SEDP Series 1991).

Home economics is sometimes known as family and consumer sciences, and it is the
study and profession that deals with the management and economics of the community and the
home. It's a field of formal study that includes topics like institutional management, consumer
education, interior design, cleaning, home furnishing, cooking, food preservation, child
development, hygiene, family relationships as well as managing money (Technology and Home
Economics II, SEDP Series 1991).

The Home Economics component covers four areas: Home and Family Living, Housing
and Family Economics, Food and Nutrition, and Basic Clothing. These different components will
give students basic information regarding themselves as adolescents, their relations with friends
and the family, their role in making the home adequate and liable and their nutritional and
clothing requirements. In all these areas, practicum is providing (Home Technology Culinary
Arts II, SEDP Series 1996).

Management is a careful approach to setting goals and achieving them. Families can
benefit a lot from organized planning to reach goals. The proper management of the home
largely depends on how families utilize human, non-human, and material resources. Good
management means using these resources to the maximum in order to attain goals for a better
home life.

Good home management revolves around keeping things running smoothly every day
and looking ahead to the future. Each member is given much attention. Homemaking is not
confined to the female members of the family but a cooperative effort among male and female
members, children and grown-ups. Each member is given the opportunity to make the most of
their God given talents and skills and to adjust to the limited resources available within the home
in an effort to establish harmonious and happy family.

A foundation of personal health is good nutrition. It is aimed at eating healthy foods with
a good balance of nutrients that allow the body to achieve total calorie rate that can maintain the
person’s body weight or achieve an ideal one for a period of time. Nutrition is the relationship of
foods to the health of human body. The foods we eat should provide the body with nutrients
necessary for good health. The basic principle of any good diet is variety, balance, and
moderation in the food we eat. (Home Technology Culinary Arts II, SEDP Series 1960).

Clothing, as one of the subcomponents of Home Economics is designed to help you gain
knowledge and skills in clothing selection, designing, and construction. Equipped with these
knowledge and skills, you will be of great help to your family. Instead of your family hiring a
seamstress to sew their clothing needs, you will be the one to do it for them. Thus, the money
that would have been paid to the seamstress will be used for the other needs of the family
members (Technology and Home Economics II, SEDP Series 1991).

Industrial arts, which is covered as well, is actually an umbrella term that originates in
the late 19th century. It is used to describe an educational program that includes the fabrication
of objects made out of wood, metals or other materials. The subject can sometimes include the
repairing of small engines and general automobile maintenance, making T.L.E a great subject
for life skills. (THE IV Industrial Technology).

The Industrial Arts component, with acronym HERD for Handicrafts, Electricity,
Refrigeration and Drafting, will give students a bird’s eye-view of skills that they may later need
in the world of work (THE IV Industrial Technology).

Over the past years, electronic technology has advanced tremendously. At present,
electronic devices or gadgets are common place in everyday activities. This incredible growth in
the number of electronically operated energy-time- money saving and entertainment devices
require a general working knowledge of electricity and electronics so that you are able to
understand operating principles and make simple trouble shooting or modifications.

Working with safety measures is an important aspect in electronics. Safety is simply a

matter of applying common sense precautions. The rules of safety are concerned with the
prevention of accidental injury. First aid involves the treatment of injuries sustained when an
accident occurs.

Drafting plays a significant part in our modern industrial world. The ability to read
drawings and make plans using drawings is useful in various everyday activities and
occupations. Hence, young people should learn drafting as part of your general education and
as a possible future vocation. A clear understanding of the tools and techniques of drafting
provides you with functional skills as well as an awareness of related technological
developments. As prescribed in the Desired Learning Competencies for Technology and Home
Economics: mechanical drawing, architectural drawing, and graphic arts which focus on the
basic photography.

Basic Carpentry is designed to show how successfully complete carpentry jobs ranging
from paneling a wall to installing a sliding glass door.

Woodworking is one of the most lucrative industries in Southeast Asia and in other third
world countries. Because the Philippines have a variety of usable wood resources handicraft,
carpentry, and furniture making are flourishing local enterprises. The wood carving in Paete,
antiques in Binondo, the old Intramuros decorations and building motifs are some prominent
wood crafts in the country. Another fine example is the okir wood design of Muslim traditional
houses. In recent times, woodworking has become a large industry in the country. Native
wooden furniture is being exported internationally, earning foreign revenues. But owing to
environmental concerns, the woodworking industry has been regulated with laws restricting the
cutting ad transport of wood resources.
 Masonry is art of shaping, arranging and uniting stones, bricks and other building blocks
to form walls and parts of building. General masonry involves the process of stone or block
lying, brick laying, plastering and tile laying or setting.

The automotive industry employs auto mechanics, engineers, draftsmen, painter,

welders, and other skilled workers. The skills inherent to an auto mechanics developed from
perseverance and practice. Learning the basics in auto mechanics can be an important step
towards earning a livelihood in the future.

Radio mechanics as an area of industrial arts is related to handwork or manual skill in

electronics technology. The study of radio mechanics has been gaining many enthusiasts
because the skills a student will develop in this field can be a good means of livelihood, the
radio being a primary means of communication even in far-flung areas.

Agriculture is the cultivation of animals, fungi and plants, as well as other life forms that
are used for the sake of food and fiber, as well as other kinds of products that are used to
maintain life. Agriculture was actually the key implementation during the rise of the sedentary
human society. It was during this time that farming of domesticated species began to create
food surpluses that were able to push forward the development of mankind and civilization.

The agricultural arts components will, likewise, orient students in Food Production, Farm
Animal Production and Management, and Fish Cultivation and Fish Pond Management. All
these areas are potential sources of livelihood income and incentive. This component will
provide the young, especially the city bred, a bird’s eye view of the financial prospects of
farming and fishing and animal husbandry (THE IV, SEDP Series Agriculture and Fishery
Technology 1994).

Crop production is the most important aspect of our farming system. It is a vital factor in
the national economy. If crops produce is more than sufficient for consuming public, the
government can export some in order to bring in the needed dollars. On the other hand,
insufficient crop produce may cause increase in government expenditures due to importation
(THE IV, SEDP Series Agriculture and Fishery Technology 1994).

Spice crop production is one of the most profitable agricultural enterprises in the
Philippines nowadays. Many farmers have shifted to spice crop production because of its
potential market here and abroad. Great demand for spice crops account for its high profitability,
thus the expansion of the total land area devoted to these crops should be encouraged for
farmers to gain bigger income.

Commercial crop production is considered as a farmer’s haven in terms of profitability

because profit can be gained within a short period of time. Thus, more rice farmers are shifting
to the production of commercial crops as their main means of livelihood. Commercial crops are
plants raised for their economic contribution to the country. These crops are planted extensively
nationwide and involves a large segment of the agricultural population from production up to
harvest time. There are commercial crops which have high potential in foreign markets while
others are marketed domestically.

Fruit tree production is a profitable enterprise and a promising way of earning a living for
slope land farmers. Today, existing food production and environment conservation programs in
the country integrate fruit trees into the existing cropping system. The use of lowland arable
areas for industrial purposes will force many agricultural productions, such as fruit crops, into
the uplands. This is seen as advantageous to the environment especially in the places where
soil erosion is a major problem (PCARRD, 1998) (THE IV, SEDP Series Agriculture and Fishery
Technology 1994).

Poultry rising is a livelihood activity that can be easily undertaken by family members. It
requires only a very minimal capital and it could be easily done in any vacant lot. The benefits
that can be derived from poultry raising are numerous. It serves as a productive way of
spending one’s free time. It helps the community by providing fresh chicken meat and eggs. It
provides a good training ground for all members of the family on the basic poultry management.

Aquaculture provides excellent income generating opportunities, particularly in more

economically depressed rural areas. Aquaculture employs large numbers of people in fish
farming activities such as fish pond/fish pen /fish cage operators, caretakers, construction
workers, pump tenders, vehicles/ machine operators, and harvesting aides. It also gives rise to
related or ancillary industries such as net manufacturers, boat- makers, fry gatherers, and
bamboo suppliers.

Entrepreneurship is defined as the process by which an individual produces goods and

services to improve man’s quality of life. He or she is engaged in business enterprises (THE IV
SEDP Series, Business Technology).

Entrepreneurship, the in-thing now, will definitely awaken the minds and hearts of our
very active young students to its economic returns. With lessons such as Becoming an
Entrepreneur, Identifying Business Opportunities and Retailing an enterprising boy or girl will be
inspired to become earner.

It is not simply a business activity. Entrepreneurs performs roles and functions which
bring society valuable benefits such as employment for people, improvement in goods and
services, use of local raw materials, and increased economics activities arising from
entrepreneurship is economic growth and development.

Knowledge of the basic principles in bookkeeping is an important skill among

entrepreneurs. Bookkeeping skills contribute to the entrepreneur’s ability to earn a better living
because it develops an understanding of the economics activities in the business world. It also
improves a person’s competence in managing his or her business affairs.

A competency is much more than just a description of a work task or activity. It

encompasses measures of the competency and addresses the knowledge, skills and attitudes
required for a person to perform a job to a required for a person to perform a job to a required
standard (www.volunteeringaustralia.org/files).

The assimilation of the cognitive capabilities and motor skills inherent to an occupation,
as regulated by legislation or the demands of the post. Two aspects need to be emphasized: the
aspect: in the specific case of Germany, technical competency is defined and validated by
means of the corresponding training regulations. The demands of the post aspect: an
occupational or activities analysis is used to define how technical competency can be attained,
which then forms a standard that can be applied to variety of professional or workplace
situations (Tippelt., 2004).
 Based on the National TVET Trainers Academy, competency involves applying
knowledge, skills and attitudes to perform work activities to the standard expected in the
workplace. It is gained through life experience, formal education, apprenticeship, on-the-job
experience, self-help programs, training and development programs. And its dimensions are
task skills, task management skills, contingency management skills and job/role environment
skills

As seen from the K to 12 curriculums, there is a noticeable focus given to technology

and livelihood education (TLE) during high school, with the learner even obtaining a certificate
of competency required by industries. In Grades 7 and 8, TLE subjects are exploratory, which
means that the learner is given the opportunity to learn 5 basic competencies: 1) mensuration
and calculation, 2) use of tools and equipment, 3) interpretation of plans/drawing, 4)
occupational health and safety in the workplace, and 5) maintenance of tools and equipment. In
Grade 9, the learner chooses one course to specialize in from among the exploratory courses
and in Grade 10, he/she pursues the TLE specialization that he/she has chosen in the previous
grade in order for him/her to obtain at least a National Certificate Level I or Level II.

At present, the Department of Education proposed that students need to be assessed on

the domains of knowledge, understanding, process, and product/process (DepEd Orde No. 31,
s 2012). This nomenclature was made in order for the students to reach the content and
performance standards of the curriculum. The assessment system is described to be “holistic”
where teachers use both formative assessment and summative assessment.

Knowledge was defined by the Department of Education as facts and information that
students need to acquire. Knowledge domain contains similar skills with Bloom’s taxonomy that
includes defining, describing, identifying, labeling, enumerating, matching, outlining, selecting,
stating, naming, and reproducing.

Process was defined by the Department of Education as cognitive operations that the
student performs on facts and information for the purpose of constructing meanings and
understanding. Cognitive operations are specific procedures, task, heuristics, strategies,
techniques, and mental processes that learners use in order to arrive with an answer. It is
concerned with what individuals will do, think about, and go through in order to derive an
answer. Cognitive operations are manifested when students answer word problems in
mathematics, they show the teacher the strategy they used to arrive with their answer. After
students explain the concept of electricity in science, the teacher may ask how they learned the
concept. The cognitive operations involve the use of metacognition, self-regulation, and learning
strategies. Metacognition is thinking about one’s thinking. According to Winn and Snyder (1998),
metacognition as a mental process that involves monitoring the process in learning and making
changes and adapting one’s strategies if one perceives he is not doing well. On the other hand,
process skills are also manifested through self-regulation. Self-regulation is defined by
Zimmerman (2002) as self-generated thoughts, feeling, and actions that are oriented to attaining
goals. Learners who are academically self-regulated are independent in their studies, diligent in
listening inside the classroom, focused on doing their task inside the classroom gets high scores
in test, able to recall teacher’s instruction and facts lectured in class, and submits quality work
(Magno, 2009). The idea now is that teachers do not only teach the content but also teach and
assess these processes among students.

Understanding was defined by the Department of Education as the enduring of big ideas
as principles and generalizations inherent to the discipline which may be assessed using the
facts of understanding. The perspective of understanding by Wiggins and McTighe (2005) is
used. The big idea is “a concept, theme, or issue that gives meaning and connection to discrete
facts and skills “. Understanding is to make connections and bind together our knowledge into
something that makes sense of things. Wiggins and McTighe (2005) further elaborated that
understanding involves “doing” and not just a mental act” and thus includes application.
Understanding is classified into six facets: Explain, interpret, apply, have perspective,
empathized, and have self-knowledge.

Product and performance were defined by the Department of education as real-life

application of understanding as evidenced by the students’ performance of authentic tasks. This
technique assesses what it is that students know and can do with the emphasis on doing.
Students perform, create, construct, produce, or do something. Task that are authentic have a
higher degree of realism about them.

Performance and product assessment involve activities for which there is no correct,
continues over an extended period of time, involves self-evaluation of performances. Likely use
open-ended task aimed at assessing integrated higher-level cognitive skills. The product ad
procedure shows and demonstrated by the students is marked using checklist, rubrics, and
scales.

But according to Eldon and Peterson (as cited by Pacer, 2002) and Valencia (2010),
they concluded that employment while attending high school was noted for boys and girls. For
boys, employment was not significantly associated with difference in academic achievement,
extra-curricular involvement, socio-economic status or self-esteem; although, boys who worked
have slightly higher grades and higher self-esteem. For girls, employment was significantly
associated with higher academic achievement and higher self-esteem.

Velasco as cited by Dumas (2010) stated that employee with higher level of education
place greater importance on work values. Despite their many aid-task and responsibilities at
home and school community, they opted to pursue their studies to compensate their need for
personal and professional development. They believe it will help them to have better
performance than those with low educational qualification.

According to Sison (1995) as cited by Tolentino (2008), the payment receive from the
employer is the primary reason for his being on his job. He works to earn a living. His pay
provides him with strong incentive to do his job well. The employee’s rate of pay often indicates
his status in the company. His wages determine not only his standard of living with comport that
he and his family can have but also his standing in the community development and social
welfare.

Additionally, Tolentino (2008) mentioned the study of Whigle (2000) that the wage or
salary is one that recognizes the value of services performed that reflects the individual
efficiency of the worker that permits the maintenance of the reasonable standard of living in
selection to the cost of living that provides a surplus to the ultimate retirement of the worker and
that gives an incentive of self-development by promotion.

As cited by Tatlonghari (2014), Velasco (2010) stated on her study that competency is
an educational term relating to the skills, behaviors and knowledge that are necessary to be
successful. This can be applied to successful completion of a course or success in a chosen
career field. Competencies are more qualitative than quantitative, thus are less easily adaptable
to grade scale.

In a study presented by Settamanit (2007) as mentioned by Belen (2014), Technical

Vocational Education, as part of secondary education curriculum prepares students for entry
into occupations that lie between skilled crafts and introduces work-oriented skills and desirable
work habits that can be applied in their daily lives. It prepares students for industrial and
commercial occupations that do not require university degree. The general background of their
tech-voc major provides necessary planning which is essential in developing the practical
knowledge and attitudes in future employment.

Aguilar (2009) revealed that the level of competency of selected graduates of Oblates
Saint Joseph School can perform with little difficulty in the four (4) areas of Technology and
Livelihood Education namely: Home Economics, Agricultural Arts, Industrial Arts and
Entrepreneurial as perceived by the teacher with computed mean of 3.20, 3.10, 2.99, and 3.53
respectively and average weighted mean of 3.21 with a descriptive analysis of can perform with
little difficulty. In the same manner the different activities of the graduates in TLE were least
agreeable by the respondents with an average weighted mean of 2.91. It was concluded that
the graduates have moderate competency and activities as well in the four areas of TLE, and
Agricultural Arts are not given emphasis; thus, proposed program in TLE recommended that
more stimulating activities in Agricultural Arts be provided to make it more enticing to the
students and are ready for adoption.

This study is similar to the study of some researcher like Aguilar (2009) who studied the
level of competency and activities in Technology and Livelihood Education. But in this study, the
researcher will include the relationship of the level of competency taught in Grade 12 TVL-HE.

Conceptual Framework
 INPUT PROCESS OUTPUT
This study aims to
determine the Technology
and Livelihood Education
Competencies and
Employment Capabilities
among Grade 12 TVL-HE
in Rosario Integrated
School
Specially seek to answer
the following questions:
1. What is the Livelihood Education
respondents level of Analysis of data Competencies and
competencies on the three through Employment
(3) areas of Technology Capabilities among
and Livelihood Education
Questionnaire using Grade 12 TVL-HE in
in terms of: Google Forms Rosario Integrated
a) Knowledge School
b) Understanding
c) Performance
2. Are the learning
competencies in TLE
significantly related to the
percieved level of
employment capabilities?
3. What is the percieved
level of employment
capability of Grade 12
TVL-HE ?

Statement of The Problem

This study aims to determine the Technology and Livelihood Education Competencies and
Employment Capabilities among Grade 12 TVL-HE in Rosario Integrated School.

Specially seek to answer the following questions:

1.What is the respondent’s level of competencies on the three (3) areas of Technology and
Livelihood Education in terms of:
a) Knowledge
b) Understanding
 c) Performance

2. Are the learning competencies in TLE significantly related to the perceived level of
employment capabilities?
3. What is the perceived level of employment capability of Grade 12 TVL-HE?

Hypothesis

The following hypotheses served as guide in the conduct of this study.

1. The Learning competencies in TVL-HE are not significantly related to their employment
capabilities

2. The Employment capabilities are not significantly related to their perceived level

Significance of the Study

The study contributed knowledge in Technology and Livelihood Education which
redound to benefit the following individuals or group:

 School Principals
Result of the study may provide information and guidance to the school
principals and administrators regarding the performance of Grade 12 students in TVL-
HE. They may be guided in the crafting of technical and vocational curricular programs
that improve the teaching and learning process which develop the skills of students in
TVL-HE.
 Technology and Livelihood Teachers
The findings of the study may help the teachers assess the strength and
weaknesses of the students in TVL-HE. They would be challenged to employ an
effective teaching strategy that develops the ability of students in experiential,
contextualized, and authentic teaching-learning process.

 Tech-Voc and Livelihood-Home Economics Students

Result of the study may give information to the students regarding their
performance in TVL-HE. They may be encouraged to study diligently in TVL-HE subject
to improve their performance. Their interest in studying TVL-HE may develop their study
habits and remove their negative thoughts in TVL-HE.

 Parents
This study may enlighten them that technology and livelihood education help
their children develop skills that would be very useful on their day-to-day work and in
getting job after finishing their studies.

 Researchers
 This study may benefit researchers because it would give them additional
knowledge and information specifically on how the new curriculum affects the
performance of the facilitators and the TVL-HE students.

Definition of Terms

The following terms were defined conceptually and operationally based on how it was used in
this study.

Activities. It refers to the daily task or work of the respondents.

Employment Capabilities. It refers to the abilities/competencies on their occupation or work. It

includes the nature of work, salary, and status of employment.

Employment Status. It refers as permanent, regular, part time, contractual, probationary and /
self-employed.

Four Areas of TLE. These include the four (4) components of Technology and Livelihood
Education such as Home Economics, Agricultural Arts, Industrial Arts and Entrepreneurship.

Grade in Technology and Livelihood Education. It refers to the obtained numerical ratings on
their performance in Technology and Livelihood Education subjects during their 4th year high
school

Job Relevance. It is the individuals’ perception regarding the degree to which the target system
is relevant to his or her job.

Knowledge. It refers to the substantive content of the curriculum, the facts and information that
the student acquires specifically in TLE.

Level of Competencies. It refers to knowledge, skills and attitudes taught and learned from the
Technology and Livelihood Education subjects. It is required to perform the required task.

Place of Work. It is the location or place where the respondents performing their works like
school, offices, industry, farm and others.

Performance/ Products. It is the real-life application of understanding as evidenced by the

students’ performance of authentic task.

Performance Skills Level. This is a qualification which incorporates activities that allow the
learner to research employment within the industry and to develop their knowledge and practical
skills in the art of performance.

Process/ Skills. There are cognitive operations that the student performs on facts and
information for the purpose of constructing meanings or understandings.

Salary. It refers to the amount of monthly income received by the respondents from their
respective work or job.
TLE. It refers to the acronym used for Technology and Livelihood Education subjects.

Understanding. It refers to enduring big ideas, principles and generalizations inherent to the
discipline, which may be assessed using the facets of understanding or other indicators of
understanding which may be specific to the discipline.

Work Values. This value is a principal or standard that is held in high esteem by an individual
and is related to all aspects of one's personal and work life.

III. MATERIALS AND METHODS

Methods
The chapter introduces the concepts and mechanics in answering the problems of the
study. It covers the research design, environment, respondents, instrument, and data analysis.
Research Design
The researcher conducts the descriptive design of research to describe the condition of
the problem in details. It includes summarizing, organizing and presenting data into tables and
figures. For the materialization of this study, the researchers used the TOS and Test, the Grade
12 TVL-HE, and the checklist of the level of TLE learning competencies in Grade 12 TVL-HE
and the employment capabilities terms of work values and performance/ kill level.
Research Environment
The study was conducted in the district of Rosario which is a first-class municipality in
the province of La Union, as shown in the figure 1.1. Rosario is the last town on the southern
portion of La Union. From the south, it is the first town in the Ilocos region. Travelers aptly call it
the “Gateway to Ilocandia” and since the national highway cuts through a mountain at barrio
Agat, Sison, Pangasinan before it gently glides into the Bued bridge that marks the boundary
between La Union and Pangasinan. A visitor who comes into the heartland of Ilocandia for the
first time will have a memorable impression of a typical Ilocos topography-hilly, narrow plains
and valleys, shallow rivers and brooks. Around 216 kilometers away from Manila, Rosario
requires a four-hour drive and serves as a link to the Ilocos and Cordillera Provinces. Kennon
Road starts from this town and ends at Baguio City. It is also passed by motorists coming from
Baguio City going to Western Pangasinan and Zambales Province. The town shall serve as the
terminus of the Tarlac-Pangasinan-La Union Expressway. Its beach resorts, zoo and other
attractions such as the Queen of Peace Priory, Tree House, and World War II Vintage Canons
located at the Town Plaza are the most visited by tourists. The Rosario Nature Park, a multi-
hectare haven of lush green is La Union’s biggest camping site. Because of its wide area and
excellent vegetation, it is used by the Boys Scouts and Girls Scouts of the Philippines as a
venue for Jamborees. Air Soft Enthusiasts also utilize the area for their War Games. From April
17 to 19, an Agri Trade Fair is held to showcase harvests of the Municipality. It is within these
dates that the Linubian Festival is held which is named after a local cassava and banana cake.
A street-dancing competition highlights the event. Predominantly Roman Catholic, Rosario’s
Parochial Fiesta, the Feast of Immaculate Concepcion, falls every December 8. Rosario has a
land area of 7,419.41 hectares with a population of 49,025 consisting of 33 barangays with an
average annual income of PHP 86, 125, 676.88. In this town, situated Rosario Integrated
School which is located at Poblacion East.
 Figure 1.1: Location map of the Municipality of Rosario, La Union

Research Instrument
The researchers wrote a letter of approval signed by the thesis adviser to gather datas
about learner’s competencies and employment capabilities of TVL-HE of Rosario Integrated
School The data of this study were gathered using approved Test and checklist of TVL-HE
employment capabilities, work values and performance/ skill level in four (4) areas of
Technology and Livelihood Education (TLE) answered by the Grade 12 TVL-HE. The
researcher is the one who administered the questionnaire about the related factors and
checklist of employment capabilities. The papers were collected, checked, tallied and evaluated
in order to find out the answer in problem and hypotheses of this study.

Validity
A draft of the research instrument was prepared by the researchers. Its contents are
based on the desired data to answer the problems of the study. The draft was presented to the
thesis adviser and two TVL teachers with masters for suggestions for improvements were
included and presented. Revision of the instrument was made upon suggestions.

Respondents
The researchers considered the Grade 12 TVL-HE students of Rosario Integrated
School comprising of 40 members, male and female. They were the chosen respondents
because their course has to do with competencies and employability.

Ethics and Data Gathering Procedure

 A letter of request was sent to the Principal of Rosario Integrated School asking
permission to administer the survey instrument. The researchers immediately distribute the
google forms containing the test and checklist. the answered copies of instruments were
retrieved and the responses were tallied, tabulated, analyzed and interpreted,
Confidentiality of the respondents was maintained by not identifying their names of the
concerned teachers and students in the discussion. Only the data for the study based on the
factors and variables were gathered without necessarily giving some clues or identifiers of the
persons involved.

Data Analysis
The researcher employed the following statistical approaches based on the purpose of
the study.

Frequency Count
This tool was used to count the number of respondents used for the study. This was
used as preliminary tool to set the occurrence of similar data either in simple or relative
frequencies.

Mean
This descriptive tool was used to set the central measure of all the data obtained in
answering the Problems 1 and 2 of the investigation. The weighted mean was used as
preliminary data in answering the inference leading problems on the presence or absence of
significant difference or relationship between or among measured variables.

T-test
A t-test is a type of inferential statistic used to determine if there is a significant
difference between the means of two groups, which may be related in certain features. The t-
test is one of many tests used for the purpose of hypothesis testing in statistics

T-table
The t distribution table values are critical values of the t distribution. The column header
are the t distribution probabilities (alpha). The row names are the degrees of freedom (df).
Student t table gives the probability that the absolute t value with a given degrees of freedom
lies above the tabulated value.

Pearson Coefficient of Correlation

The correlational tool was used to determine the relationship between two sets of
correlated measures in the study. This was initially be used to determine the reliability of the
research instrument.

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA
 This chapter overseen the presentation, analysis and interpretation of data gathered by
the researchers. This study aims to determine the Livelihood Education Competencies and
Employment Capabilities among Grade 12 TVL-HE in Rosario Integrated School. The
researchers used Google forms in gathering data which is more suitable in today’s setting.
Present data were studied and documents were examined to answer the questions
communicated in the statement of the problem. The analytical procedures were arranged
according to the sequence of specific questions.
Table 1.1 Shows the Statistical Range of the Scores in Test

Statistical Range Description

0-10 Beginner
11-20 Proficient
21-30 Excellent

Table 1.1 shows the Statistical Range of the Test. In the bracket of 0-10 it is under the
description of Beginner, 11-20 is under Proficient description and the highest is 21-30 which lies
Excellent as a description.
Table 1.2 shows the three Domain, Mean, Standard Deviation and Description.
Domain Mean Standard Deviation Description
Knowledge 7.325 3.756410256 Beginner
Understanding 7.775 1.66025641 Beginner
Performance 7.05 2.687179487 Beginner

Table 1.2 shows the three Domains which are knowledge with 7.325 as its mean and
3.756410256 as standard deviation with Beginner as its description, understanding with 7.775as
its mean and 1.66025641 as standard deviation with beginner as its description and
performance with 7.05 as its mean and 2.687179487 as standard deviation and beginner as its
description. According to Atkins (2012) assessment gives a message to students about what
they should be learning and how they should go about it. One of the most important outcomes
of research on students learning is the recognition that learning must fundamentally be seen
relational. Teaching and the context in which it occurs are both function of learning. It is not a
matter of learners engaging with a body of knowledge to what they have been introduced, but of
how this is interpreted (Atkins, M. (2012) Assessment of Learning for Higher Education
https://urlshortener.co/1pJ3).
Table 2.1 Shows the Statistical Range of Knowledge, Understanding and Performance
Statistical Range Description
0-5 Satisfactory
6-10 Outstanding

Table 2.1 Range is the difference between the highest and lowest score in a distribution. It is not
often used as the sole measure of variability because it is based solely on the most extreme
scores in the distribution and does not reflect the pattern of variation within a distribution based
on (http://www.scielo.org).
Table 2.2 shows the frequency and percentage of the knowledge.
Knowledge Frequency Percentage
Satisfactory 8 8%
Outstanding 32 92%
Total 40 100%

Table 2.2 shows that in knowledge there are 8 frequencies under satisfactory which is 8% of the
total number. In outstanding, there are 32 frequencies with 92% completing the total number to
100%. According to Tomlinson (1995a) “advanced learners gain little by continuing to relearn
the known, but they gain much from the expectation that they will continually engage in
challenging and productive learning in school. Compacting helps eliminate the former and
facilitate the latter” Tomlinson, C. (1995). HOW TO DIFFERENTIATE INSTRUCTION IN
MIXED-ABILITY CLASSROOMS. Alexandria, VA: Association for Supervision and Curriculum
Development. ED 386 301.
Table 2.3 shows the frequency and percentage of the understanding.
Understanding Frequency Percentage
Satisfactory 1 3%
Outstanding 39 97%
Total 40 100%

Table 2.3 shows that in Understanding there is 1 frequency satisfactory with 3% and 39
frequency in Outstanding with 97% completing the total of 100%. The teacher uses four
strategies to shape teaching and learning in an effective, differentiated classroom (Tomlinson,
1995a) “Instruction is concept focused and principle driven.” All students come to understand
the key principles. Such instruction enables struggling learners to grasp and use powerful ideas
and at the same time, encourages advanced learners to expand their understanding and
application of the key concepts and principles. This type of instruction stresses understanding
rather than retention of fragmented bits of information. “On-going assessment of student
readiness and growth are built into the curriculum.” Teachers do not assume that all students
need the same segment of study, but continuously assess student interest and provide
assistance when needed. “Flexible grouping is consistently used.” It encourages students to
work in many patterns, whether in-groups or individually, or as one large group. “Students are
active explorers,” and “teachers guide the exploration.” In the differentiated classroom the
teacher works as a guide or facilitator of learning. Students learn to be responsible for their work
and develop ownership of their learning. The students’ learning contract is one of many
strategies that offers the foundation necessary for the learners to assume the responsibility for
their individual learning journey. Tomlinson, C. (1995b). Deciding to differentiate instruction in
middle school: One school's journey. Gifted Child Quarterly, 39, 77-87.
Table 2.4 shows the frequency and percentage of the performance.
Performance Frequency Percentage
Satisfactory 5 10%
Outstanding 35 90%
Total 40 100%
In table 2.4 shows the performance of the respondents in the test in which there are 5
frequencies in satisfactory with 10 as a percentage and in outstanding, there are 35 frequencies
with 90% completing the whole. Trilling and Fadel (2009) emphasized that working students in
different groups can enhance many aspects such as: mutual respect between team members,
estimating teamwork required to complete the joint action, and efforts toward compromises
needed to achieve a common goal. Trilling, B. & Fadel, C., (2009). 21st Century learning skills.
San Francisco, CA: John Wiley & Sons

Table 4.1 Shows the statistical range of checklist.

Statistical Range Description

Competent 0-5
Exemplary 6-10

Table 4.1 shows the statistical range of the checklist wherein under the bracket of 0-5 it is under
competent description and on the other hand, 6-10 is under Exemplary description. According to
Boote and Beile (2005), “acquiring the skills and knowledge required to be education scholars
should be the focal, integrative activity of predissertation doctoral education. Preparing students
to analyze and synthesize research in a field of specializa- tion is crucial to understanding
educational ideas” (p. 3). Thus, in this article, to assist researchers in their ability to write
qualitative research, doctoral students and instructors describe the interactive process of
Qualitative Notebooks (Onwuegbuzie et al., 2009) and the Checklist for Data Collection, Data
Analysis, and Data Interpretation, developed by Onwuegbuzie (2010), hereafter called the
Checklist. This instrument, which facilitates the development of becoming a prolific qualitative
researcher, is used with a writing component in qualitative research coursework Boote, D. N., &
Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature
review in research preparation. Educational Researcher, 34(6), 3-15.
doi:10.3102/0013189X034006003.

Table 4.2 shows the mean, standard deviation and description of the checklist.
Mean Standard Deviation Description
Checklist 9.225 1.767949 Exemplary

Table 4.2 shows that the mean of the checklist is 9.225 and it standard deviation is 1.767949
which lies under Exemplary. According to Vygotsky (1978), learning encompasses a scaffolding
effect through the apprenticeship process. Hence, Vygotsky’s (1978) theory of social
development under- scores the developmental feedback cycle associated with the interaction
between the pro- fessor(s) and student(s) and the use of the Checklist. As such, the process of
learning qualitative inquiry is an interactive process whereby instructors interact with students in
both verbal and written format, stressing each important stage of student development and
students’ belief systems regarding their qualitative research. Vygotsky, L. S. (1978). Mind in
society: The development of higher psychological proc- esses. Cambridge, MA: Harvard
University Press.
CONCLUSION
In the light of these findings, the following conclusions were drawn:
1. The Learning competencies in TVL-HE are significantly related to their
employment capabilities.
2. The Employment capabilities are significantly related to their perceived level.

RECOMMENDATIONS
Based on the findings and conclusions drawn, the following are recommended:
1. Since the result of the perceive learning competencies are “beginner”, the school
administrator needs to improve their way of teaching and method of specializing the
Home Economics in Tech-Voc to develop the skills and performance of the students in
different domains

2. There is need to improve facilities and equipment on TVL-HE laboratories for teaching to
help the students to be skilled and knowledgeable on the operation of different tools and
equipment which is considered to be the main difficulty of the Grade 12 TVL-HE based
on the collected data of the study.

3. Related to the result of the survey, school administrator will have basis in preparing the
allocation of fund for the TVL-HE equipment and facilities needed, as well as the
qualification of the teachers that the school will hire to suite the needs of the students.

ACKNOWLEDGEMENT
The researchers expresses their grateful thanks and appreciation to all those who gave
their wholehearted assistance in the preparation and completion of this piece of endeavor.
The Almighty God, the source of knowledge and wisdom, who sustains the good health
as she undergoes in writing this manuscript successfully.
Mr. Brian Adams V. Bugarin, Instructor I of DMMMSU-SLUC who guided the
researchers in writing this manuscript and for extending his technical expertise and statistical
assistance in making this research reality.
Dr. Alicia Aprecio, Principal of Rosario Integrated School, Rosario, La Union for letting
the researchers circulate questionnaire in the campus.
To all TVL-HE teachers and students of Rosario Integrated School for their active
participation and cooperation.
Lastly, to all those who in one way or another took time in giving their moral support,
pleasant stimulation, and shared wisdom making this humble accomplishment a success to the
researcher’s parents, families, friends, and classmates, this endeavor is heartily and lovingly
dedicated
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