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governments, suddenly stole the limelight from the formerly grandiloquent techvoc schools. The political winds auspiciously turned to these types of schools,
now forming the genre of 189 schools.
The sentiments of tech-voc education advocates working in the vineyard
have not fallen on deaf ears. Hope of regaining TVEs lost glory is now in the
offing, thanks to the perceptiveness of former Secretary of DepEd Jesli Lapuz.
Clearly in tune with former Sec. Butch Abads pragmatic view, Secretary Lapuz
recognized the role of tech-voc schools as a veritable ground for honing students
technical-vocational as well as entrepreneurial skills, given these schools
available resources and unique course and training orientations (Cangas, 2008).
After undergoing a series of curriculum changes remarkably starting with
Redesigned Technical-Vocational High School Program (RTVHSP), TVE is now
ensconced in a more fortified and more comprehensive curriculum aptly called
the Strengthened Technical-Vocational Educational Program (STVEP).
The DepED aims to develop highly competent, civic-spirited, life skilled,
and God-loving Filipino youth acting, participating in, and contributing to the
humane, just and peaceful societies. Reflecting the situation among technical
vocational institutions the Philippine Department of Education (DepED)
introduced the Strengthened Technical-Vocational Education Program, which
was implemented by technical vocational schools from school year 2007-2008.
This redesigned program is on the 21 st century Core Skills, namely: digital age
literacy, inventive thinking, effective communication and high productivity. The
5
Education
would help gather information from technical- vocational high schools (TVHSs)
about their curriculum, training sites, physical facilities, and infrastructure and
teacher qualifications. By collecting satisfaction data from learners on a regular
basis, Technological-Vocational High Schools in District 6 of the Division of City
Schools Manila are able to determine where they are best serving these students
and where there are areas for improvement. Furthermore, learners' satisfaction
has been considered by many authors (Abdolmalaki, et al., 2007; Parto Azam,
2004; Hosseini and Rivera, 2001; Hedaiati, 1999) as one of the main indicators
of educational programs' effectiveness. The outcome of the study would bring
about a better secondary-level technical vocational education program suited to
the preparation of young Filipinos of todays world.
Theoretical Framework
Students are important stakeholders in the quality monitoring and
assessment process and it is important to obtain their views (Malonzo, 2001).
Nevertheless, the existing assessment instruments used by students evaluate
learning satisfaction. Stufflebeam (1990) agreed that students do not have the
training to become assessors (Berliner and Calfee, 1996). Only trained
evaluators can observe and record it and provide feedback for improvement.
Some criticisms of satisfaction evaluations, he added, can be tied with lack of
appropriate information from validation studies and lack theoretical grounding for
many student satisfaction evaluation systems.
Nevertheless
most
academics
favor
the
concept
of
8
equivalents.
Yet
the
construct
costumer
satisfaction
is
much
more
INPUTS
Profile of the
respondents
Key Result Areas
Curriculum Development
Training Intervention
Modules
Tools, Equipments &
Facilities
School Management
Student Activities & Projects
Stakeholders Involvement
PROCESS
OUTPUT
Assessment of
the
respondents
profile and
level of
satisfaction on
KRA through
the survey
questionnaire.
Strengthened
Tech-Voc
Educational
Program.
Recommendations
on the least satisfying
KRA: Stakeholders
Involvement
Presentation,
analysis, and
interpretation
of data.
Feedback
10
11
sector like health, agriculture, etc. It is where studies of student satisfaction can
provide important clue to the system performance.
The studies of Malonzo (2001) and Ano (2008) led the present
investigation in covering the same ideas and concepts on measuring learner
satisfaction. Moreover the Student Satisfaction Survey Questionnaire (Kruger
2009) and the Business Student Satisfaction Inventory (Maddox and Nicholson
2008) was collectively adopted and modified by the researcher to which it was
tailor suited to the Filipino tech-voc high school student aligned to the key result
areas of STVEP. Through the existing and preceding questionnaires, the
researcher discreetly formulated its Tech-Voc High School Satisfaction
Questionnaire (TVHSSQ) as the instrument to determine the student satisfaction
of tech-voc high school learners. This was another limiting factor considered in
the research.
The techniques in gathering the data were limited to a set of
questionnaire, and a standard test.
Significance of the Study
This study was anticipated to contribute additional information to serve the
following individuals and organization.
1. Technical-Vocational High Schools will benefit from this research
specifically in the attrition of drop out rate in secondary education where it is high;
in which dissatisfaction is an important reason for drop out. Studies show that the
more satisfied is the students more is the completion rate. Such studies at
14
regular intervals can significantly alter the drop out scenario. This student
satisfaction is seen as a positive driver of educational quality, it is also associated
with actual enhancement of academic performance.
2. Teachers will also greatly benefit from this study as it enlightens their
awareness of their teaching effectiveness in compliance with the applicable
excellence quality standards of the STVEP. Further, this research will also serve
as wealth of information for exploring the dimensions of student satisfaction and
improve student learning.
3. The Students in asserting and identifying which key result areas of
STVEP can help them drive their personal, career, and learning outcomes.
Our government has to justify its allocation to education in preference over
and/ or comparison to other service sectors like health, agriculture etc.
4. The Government must know how well they are doing with respect to
technical-vocational education in high school. This study of student satisfaction
can provide important clue to the system performance.
5. The Tech-Voc Task Force (TVTF) of the Department of Education as
the sole implementing body of technical-vocational education on secondary level,
this study will serve as a tool for evaluation of the standards they devised and
implemented administering the STVEP. These will make them aware of whatever
problems, possible solutions, and recommendations to further enhance the
factors that contribute to achieving quality tech-voc education standards.
15
Definition of Terms
The
following
terminologies
were
operationally
defined
and
8, 945 a month.
Key Result Areas or KRAs refers to general areas or core areas of outputs or
outcomes for which the STEVPs role is responsible. It serves as independent
variables of the study.
Modules is a key result area of STVEP that covers a single skill competency
subject. It is a teaching-learning tool consists of a series of lesson plans
designed to teach specific concepts.
National Certificate is a certificate awarded to a student possessing a set of
recognized competencies through the competency and skill-based assessment
conducted by TESDA to determine the level of learning acquired in a particular
field of specialization.
School Management Development is a key result area of STVEP that refers to
the school leadership, together with the administration, teachers, ancillaries,
16
17
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies centering on the
variables investigated.
LOCAL LITERATURE
The legal bases in the implementation of the Technical-Vocational
Education in the secondary education is through Article XIV, Section 3 of the
1987 Philippine Constitution where it states that the school shall inculcate
patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of the national heroes in the historical development of the
country, teach the rights and duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal discipline, encourage critical and
creative thinking, broader scientific and technological knowledge, and promote
vocational efficiency. Whereas the Education Act of 1982 or Batas Pambansa
Blg. 232 stipulates the following objectives for the secondary education: 1)
Continue the general education started in elementary; 2) Prepare the learners for
college; and 3) Prepare the learners for the world of work. Section 3, Title 6
(Education, Culture and Sports), Book IV, Administrative Code of 1987 provides:
Section 3. Powers and Functions. - To accomplish its mandate and objectives,
the Department shall have the powers and functions of formulating, planning,
implementing and coordinating the policies, plans, programs and projects for the
following: (1) Elementary, secondary, physical and international education; (2)
18
19
20
later, a total of 163 tech-voc high schools nationwide were reverted to the DepEd.
Government practically came in trickle then, stalling the operation of live projects
if not downright killing them. Barangay high schools, pitiably under mercies of
their respective municipal governments, suddenly stole the limelight from the
formerly grandiloquent tech-voc schools. The political winds auspiciously turned
to these types of schools, now forming the genre of 189 schools.
Then too, at the turn of the century, high school annexes under the aegis
of well-established general high schools, proliferated like mushrooms and the
already undermanned and underfunded tech-voc schools had to, if reluctantly,
joined the race and put up their own annexes on funds too measly to stretch. The
result is both gratifying and discouraging, the latter being attributed to the gradual
abandonment of mother campuses. Prospective enrollees opt out for schools that
were easily accessible as are annex schools purportedly put up to reach out.
These extension schools built by tech-voc schools are double-intentioned, that is,
to reach out to the clientele and to allay the fears that they might lose their
clientele and eventually disappear from the face of earth. Admit it or not, the latter
objectives eclipse the former to ensure their continued survival.
This being the grim scenario, tech-voc schools have managed to exist, but
still posturing themselves as technically and vocationally oriented but postulating
on general education with greater emphasis on sciences. Indeed, these types of
schools suffer the scourge of identity crisis, created not of their own accord but
by unfavorable political winds allegedly whizzing off on the velocity of
occupational demands. Too anxious of the inevitable, tech-voc schools would
21
have to tow the line with the general status quo as seemingly favored by
academic-incline Department secretaries who also come and go as swiftly after
hatching up their respective curriculum brainchild.
Cangas (2008) stressed that there is a strong aversion towards technicalvocational education. According to him, one reason is the false idea steeped in
the students psyche that the only true way of getting ahead economically is
through the white-collar jobs. If only they would open their eyes to the truth that
economic success could be possible through technical and vocational trainings,
then perhaps they would flock to tech-voc schools. If only they would read about
people of humble beginnings who made it on top of the economic temple on
account of their technical-vocational training, then surely they would remap their
career paths.
Another reason for such a lukewarm attitude towards technical-vocational
education is the students false pride. One thinks that any occupation or trade
related to technical-vocational field is too lowly for ones self-esteem, thus he
veers towards the professions hoping to work in tiled and air-conditioned
buildings and boasting of it to friends and relatives alike. And such a vaunting
pride was what he inherited from his parents who hoped the same hopes and
dreamed the same dreams but failed and now trying to make their child realize
the same for them. If only these parents would help their child chart his own
destiny along more realistic paths leading to prosperity, then perhaps this country
would have less of the unemployed and underemployed problem.
22
23
24
25
exploratory work, shall be provided with Career Education to guide them in their
wise choice of career. Graduating students shall render a minimum of 35 hours in
compliance with the provision of DepEd Order No. 100, s. 2004. Tree planting is
a requirement for all students in support to the program of the United Nations on
Climate Change. Entrepreneurship shall be an exploratory subject in TVE for the
26
first year. Entrepreneurship shall be offered as a separate subject in the third and
fourth year. There is an increase in the contact hours in Filipino III and IV and
Araling Panlipunan III and IV from 120 to 160 minutes per week.
1st Year
SUBJECTS
English
Science
Math
Filipino
Araling
Panlipunan
MAPEH
Technical
Drawing
Entrepreneurship
PC Operations
TVE
Values Education
CAT
Total
Mins.
Unit
2nd Year
Mins.
Unit
300
360
300
120
120
s
1.5
1.8
1.5
0.6
0.6
300
360
300
120
120
s
1.5
1.8
1.5
0.6
0.6
120
120
0.6
0.6
120
120
0.6
0.6
3rd Year
Mins.
Unit
4th Year
Mins.
Unit
300
360
300
160
160
s
1.5
1.8
1.5
0.75
0.75
300
360
300
160
160
s
1.5
1.8
1.5
0.75
0.75
120
0.6
120
0.6
120
0.6
120
0.6
600
60
35 hrs
2180
3
0.3
0.3
11.1
120
600
60
0.6
3
0.3
120
600
60
0.6
3
0.3
600
60
3
0.3
2220
11.1
2220
11.1
2180
10.8
28
provided by the teachers and students in the form of capital share an equal share
of the profit will be followed.
shall be deposited in a reputable bank under the name of the school with the
school head and cashier as signatories. On the other hand, students shall also
be encouraged to deposit their income to the same, under their name. Schools
are encouraged to establish income generating projects (IGPs) that serve as
practicum of student in the application of the different theories and concepts
29
learned inside the classroom. IGPs should have relevance with the curricular
activities in the TVE subjects and should be drawn from the concept of earning
while learning. Prior to the implementation of an IGP, a project proposal should
be drafted to determine its feasibility and profitability. The project proposal should
be submitted and approved by the principal. Initial capital for the IGP can be
sourced from the Maintenance and Other Operating Expenses (MOOE) subject
for replacement. Financial and narrative records regarding the operation of the
IGPs should be filed. A monthly record on the operation of the IGP should be
presented to the faculty and other staff while a yearly financial statement should
also be prepared and audited by a representative of the Commission on Audit
(COA).
The Central Office, through the National Technical-Vocational Task Force
Office (NTVTFO), shall formulate policies, standards and programs, conducts
researches and studies to continuously improve the implementation of the techvoc programs. The said Office is also mandated to oversee the efficient and
effective delivery of products and services responsive to the demands of the
global and local economy, and develop school models and regulatory guidelines
for both private and public schools that will offer TVE Education.
The Regional Office is responsible for the enforcement of policies and
guidelines on tech-voc education set at the National Level. The supervision and
monitoring of the implementation of programs and projects of TVHSs shall be
under the division level. The implementation of programs and projects of Public
TVHSs shall be done at the school level, headed by a Vocational School
30
31
Teacher
I-III
under
general
supervision:
Prepares
effective
32
33
other related occasions. Studies and evaluates students and teachers use of
library resources. Prepares and submits required reports.
The Administrative Aide I under general supervision. Collects segregates
and deposits garbage in prescribed area. Opens and closes doors and windows
before and after office hours. He keeps the toilets and closets clean and sanitary.
Occasionally does messengerial and minor clerical work as well as carpentry
work in repairing office furniture. Drains and cleans canals, gutters and similar
structures and takes care of plants. He assists in the preparation of training
facilities and/or a conference room. While the, Security Guard under general
supervision: Safeguards and protects life, buildings, properties, cash, equipment,
supplies, cargoes, firearms, mails and similar items against robbery, theft,
pilferage, fire damage and other similar hazards. Guards and checks cargoes
and goods being loaded or unloaded and conducts the same to destination.
Guards and protects premises, compounds, shops, warehouse/storeroom, and
motor pools from unlawful entry. Takes note of persons and vehicles entering and
leaving premises or compound and searches and seizes them from contrabands,
prohibited articles and stolen properties. Accosts suspicious persons, reports
unusual happenings and accidents and maintains order within the vicinity.
Escorts paymaster or cashier and government officials to their destination; issues
gate passes to authorized persons. Goes on patrol and suppresses riots, fights
and acts of violence and conducts preliminary investigation of disturbances and
infractions of the institutions rules and regulations. Guards and protects officials
and employees.
34
The traditional curriculum focused on the teacher rather than the learner.
However, in recent years there has been a paradigm shift taking place, moving
the emphasis from teaching to learning and a more student-centered curriculum.
That is where the STVEP-CBC is spearheading. This change has impacted on
the curriculum design process with a greater emphasis on the learning in terms
of knowledge, skills and competencies within courses and modules. The focus is
on how learners learn and the design of effective learning environments.
Alongside this change in pedagogy, the Bologna Agreement has emphasized the
need for reform to modernize education. Our country has national qualifications
frameworks set by TESDA and that each institution has its own realities of quality
assurance procedures with which to engage. However, a generic model of
module design constructed by the Tech-Voc Task Force (TVTF) of the
Department of Education was adapted within the realities of institutional and
national contexts helping teachers gain educationally sound ideas and strategies
for improving learning, teaching and assessment in a modularized context. The
use of an educational module improves the students' chances and opportunities
to master a skill. This is because a well-planned module teaches concepts in a
logical order, like building blocks where lessons provided encourage higher
thinking level. It should be comprehensive, up-to-date, and easy to learn. In an
educational module, students focus on specific skills and are given opportunities
to continue to improve on them. Moreover, its content is supported by other
textbooks and references. The significance of the use of educational modules for
educators and tech-voc students is positive. It provides good education and
35
36
37
instruction, which has high employment value. The popular criticism on the poor
quality skills among the graduates is also greatly attributed to the adequacy of
machines and equipment. It was also revealed that the quality of tools and
materials as well as the characteristics of equipment plays a significant role in the
implementation of STVEP (Sor, 2011). When the tools and materials are
inadequate to meet the required number, the achievement desired becomes too
difficult. Tools, materials, and machines are undoubtedly essential in providing
the kind of tech-voc instruction. The existing tools and equipments of tech-voc
schools can be used in school laboratories and workshops. An intervention fund
will be allocated for the purchase of tools and equipments. For additional
specializations which require new set of tools and equipments, these may be
sourced out through partnership with the industries or other donor agencies
(DepEd Order No.36, s.2012).
Materials for making project are essential and considered as the lifeblood
of tech-voc schools, and its availability ensures the development of skills among
the students to test the theories they learned in their classes (Excerpt from the
Proposed Vocational School Development Act of 1990). Former DepEd Secretary
Jesli Lapus stated that a budget is an important concept in tech-voc schools, a
budget is an organizational plan stated in monetary terms used for the
improvement of school performance. This school budget can be allotted based
on total number of enrollment. On budget preparation, some experts on fiscal
management observed that Budget are best prepared under the personal
responsibility of the principal or the school head, and then submitting to the
38
member of the organization for further change, approval, and voting if necessary.
School head is in a position to know administrative needs and their costs.
Moreover, the legislative body is in a position to give closer scrutiny to a
proposed program.
The ideal location must be a site that provides an environment conducive
to learning, as much as possible far from cockpits, malls, gambling dens, cinema
houses, beer and videoke joints, jails, industrial establishments, military quarters,
public markets, slaughterhouses, or garbage dumps. A suitable site is one that
best serves educational activities and enables the optimum utilization of
resources. The school site must be easily accessible to the greater number of
students it intends to serve. It must have a suitable frontage on a public road,
preferably on a quiet street. The contour of the land should be level and should
have no irregular boundaries. The size of the school site is largely determined by
the size of enrolment, the type of curriculum offered and the location of the
school.
should not exceed 40% of the school site in order to provide adequate open
spaces for assembly and co-curricular activities as well as to conform with
national and local regulations and standards pertaining to set backs and
distances between buildings. School buildings must be adapted to the ecology of
the community. They must be stable and safe from typhoons, earthquakes, fires
and secured against thieves, stray animals and other intruders. They must have
adequate water supply, lighting, ventilation, and liberal air circulation. Every
space should be utilized to the maximum to accommodate the expected
39
40
41
opportunity for career exploration, but also subjects them to the actual technical
aspects and technology on a particular course of specialization.
The school could not be in isolation. It is a part of the community. To solicit
the support of the community, a strong linkage should be established with the
community and other stakeholders in education. As technical vocational schools,
the following activities could be undertaken to establish strong linkage and
promote service to the community. Participate in various activities of the
community. Conduct information dissemination on the different programs and
projects of the school. Make the school show window in the implementation of
various projects of the government especially those programs related to TVE (ie.
Adopt-a-School Program, Gulayan sa Paaralan, etc.) Conduct training for
community people inside and outside the school. School should offer consultancy
services to the community. Improve school performance both academic and
technical-vocational area for community support. Organize activities in the school
where the community can be involved (Trade Fair, Technology demonstration).
Enlist the assistance of civic spirited people, alumni organization and people of
the community working abroad. Establish linkage with lending institutions.
All TVHS shall organize academic competitions in the different subject
areas to promote academic excellence among students. TVHS shall participate
in academic competition initiated by the division, regional and national levels.
Sports activity shall be promoted in technical vocational schools. Physical
training must be given a regular space in the school programs. Students in all
year levels shall be required to participate in organized games and athletic
42
competitions. All TVHS shall aim to provide basic requirements for the school
athletic program. Programs and projects that shall promote the development and
preservation of the cultural heritage of the Filipino people shall be organized. All
TVHS are mandated to organize and participate in skills training and competition
in the school, division, regional and national level. It shall provide adequate
awareness for exposures in various life skills training in the world of work within
the local or international level. To provide a fair and systematic management of
said competition, set of guidelines in the conduct of the competition shall be
drafted. The Buek International Calculation (BIC) System will be adopted in
judging the skills competition in the different areas of technical-vocational
education.
A study stated that basic public education is still largely the responsibility
of the central government, delivered through the Department of Education
(DepEd), notwithstanding the devolution of many basic services to LGUs
(Manasan, Celestino, & Cuenca, 2008). However, the local government units
(LGUs) do provide supplementary funding support to public basic education
because they have access to a sustainable source of financial resources that are
earmarked for the basic education sub-sector, the Special Education Fund (SEF).
The SEF comes from an additional one percent tax on real property that LGUs
are mandated to impose and collect by virtue of Republic Act 7160 or otherwise
known as the Local Government Code of 1991.
The resources that LGUs provide to the basic education sector from their
General Fund according to Manasan, Celestino, and Cuenca (2008) are quite
43
balances of all LSBs in the aggregate has remained fairly stable over time at
50% of total SEF income (or about 6-months worth of annual SEF income) in
2002-2007. Arguably, such a level of the SEF cash balance appears to be on the
high side. In sum, there is indeed some evidence of under spending in the SEF
of some of the LGUs visited. This occurrence appears to be related to the lack of
44
45
46
principles with other reform practices in one model. STW concepts are sustained
through inclusion in whole school reform models in APEX schools (Valenzuela,
2008).
The Strengthened Technical-Vocational Education Program has been a
labor/work driven reform. This is due to a growing paucity of young Filipino skilled
labor that is capable of meeting the demands of the 21 st century workplace.
Labor market inefficiencies are faulted for producing a mismatch of job openings
and worker skill level. Guided by the Education for All Platform of Action and
former President Gloria M. Arroyos Ten Point Agenda to generate one million
jobs every year, the DepEd ardently promoted technical and vocational education
guided by research results. The reform entails integration of academic and
vocational education at all levels, work-based learning, national skill standards,
and skill certification. As a policy makers, educators, researchers, and teachers
of TVET, we must look into curriculum enrichment based on research evidence.
We must be cautious of education and training systems of other countries. We
must look at reforming education to have added economic value that will
translate to improved future labor market outcomes. Research plays a crucial
role in TVE. As an example, it had been demonstrated that higher educational
attainment is positively related to earnings. More years of schooling result in
better jobs, higher earnings, and greater potential for occupational achievement.
Although education in and by itself does not guarantee higher incomes, the
benefits accrue over time. Research tells us that academic education nurtures
cognitive
abilities
essential
to
post-secondary
education
success
and
47
48
individual schools and best suited to their unique student needs (Valenzuela,
2008).
LOCAL STUDIES
Some related Philippine studies are presented in this portion which shows
connection with the current research.
In a thesis conducted by Malonzo (2001) entitled, Student Satisfaction
Index: A Proposed Instrument on Quality Classroom Services at Holy Spirit
University, Angeles City, the study aimed to develop and validate a Student
Satisfaction Index as an instrument for measuring student satisfaction based on
quality classroom services rendered by teachers at the said institution. The
development and validation of the instrument underwent three (3) phases: 1.)
determination of items through focus group discussion, 2.) experts validation in
terms of items level of appropriateness and, 3.) establishment of reliability using
measures of internal consistency. A separate group of respondents was used in
each phase. For the focus group discussion, 16 student leaders from the four (4)
College Student Councils determined the items in the proposed instruments.
Based on the data, the study revealed that the proposed Student Satisfaction
Index met the tests of validity and reliability for the validation of any proposed
instrument. With a valid instrument, Malonzo (2001) also drafted a Users Manual
intended for the use of those involved in the administration of the Student
Satisfaction Index.
49
50
The STVEP also caught the detailed attention of people from the
academe. Though the concept of the study did not center on the student
satisfaction, yet the richness of the facts were considered by the researcher to be
the most up-to-date related research which was very helpful in laying out the
conceptual framework of the study. For instance, the dissertation of Castillon
(2010) entitled, Total Quality Management in the Implementation of STVEPCompetency Based Curriculum in Region X: Basis for Quality Framework
Development focused in developing quality framework in order to carry out
continuing quality services for sustainability in the implementation of STVEP. The
dissertation results revealed that the implementation program of activities, has
introduced a very good program or set of activities for the school which
will certainly redound to the benefit of teachers and students. In fact,
the greatest impact is that, the Department of Education through the
Tech-Voc Task Force did not fail to give Special Allocation Release
Order (SARO) to all implementing schools in STVEP which totally
upgrade basic facilities, tools and equipment to equip students with the
basic competencies of the different technical-vocational courses and managed
the school finances properly and makes these sustainable as some of
the objectives in implementing the curriculum. Nevertheless, STVEP offers a
very positive and on the whole, what can be most rewarding to this is that all
effort, time, expense will never be put to waste because school administrators
are eager to work more for the clientele to become more skillful and productive
51
FOREIGN LITERATURE
52
Van Dyk, Nel, Loedolff and Haasbroek (2001) argue that the government
is ultimately responsible for developing policies and laws aimed at the promotion
of economic growth and social development of all its citizens. Its role in education
and training is reflected in these policies and laws, aimed at developing skills. As
traditional private training markets could not keep up with the broader skills
needed for economic development and growth, government emerged as a major
role player in the education and training sector, deployed in three broad areas:
providing supportive services, providing education and training itself and
providing finances. The government as the major stakeholder in education and
training has implemented the training interventions.
Nel, van Dyk, Haasbroek, Schultz, Sono and Werner (2004) postulate that
in terms of the National Qualifications Framework and the Skills Development
Act, the current national approach with regards to education and training is
outcomes-focused. The focal point is on the mastering of knowledge and skills
which are required to achieve a certain outcome and not on the inputs of
traditional curriculum-driven education and training. It therefore emphasizes the
end result of the learning process (learners must demonstrate competency with a
prescribed outcome) and the learning process and transfer of information itself
(Meyer, 2000:1). A learner-based and result-orientated approach to learning is
followed, based on the following principles: entrepreneurs should be able to learn
to their full potential; the success entrepreneurs achieves motivates them for
greater success; a learner-friendly environment should be provided to
entrepreneurs, thus creating a culture of life-long learning; learning of
53
systems;
problem-centered;
action
learning;
analytical;
incompetence and procedural (see for example Erasmus & Van Dyk, 2003 and
Reid & Barrington, 1997). Not all of these approaches can be utilized for micro
businesses as their economic activities and education and skills levels are too
low (Nieman, Hough & Nieuwenhuizen, 2003). The following approaches are
being discussed:
Learning by exposure approach It involves individual learning, whereby the
entrepreneur is assumed to gather knowledge and to use it without any help,
other than that offered by other entrepreneurs (Reid & Barrington, 1997);
Educational approach It is a long-term process and requires entrepreneurs to
attend classes or by means of correspondence teaching to obtain formal
recognized qualifications (Reid & Barrington, 1997);
Experimental learning approach The entrepreneur learns by means of
exploring new initiatives and to experiment with new ideas, concepts and
activities focusing on both the emotional and intellectual side of the learner
(Erasmus & Van Dyk, 2003);
Experiential learning approach Experience precedes learning and it involves
entrepreneurs in their own learning and to increase their awareness of the
54
dynamics present in all human interactions (Van Dyk et al., 2001). The abovementioned training interventions could therefore be used to upgrade the skills
levels of micro entrepreneurs in the informal sector. It should be noted that during
these training interventions, various training methods or techniques could be
used (e.g. lectures, case studies, role-playing, apprenticeship and computerbased training).
Training interventions often fail due to a lack of consideration over different
learning styles and applying these to training methods employed. Reid and
Barrington (1999) referred the systematic training cycle, which included four
stages: training and development needs, planning and designing training,
implementing training, evaluating training. Training intervention includes any
event that is deliberately undertaken to assist learning to take place. Therefore,
deliberate training, learning, education, and something relevant are an
intervention into an ongoing process: the task of training intervention is to
promote learning in the most effective and advantageous way. In a dynamic,
chaotic, fiercely competitive marketplace, the identification of training and
development needs has become a far more critical element in determining the
organizations success. A common view of the role of HRD in relation to strategy
is to see it as a means to assess and address skill deficiencies in the
organization. Strong competition and rapidly developing technologies make it
necessary for every employee to constantly update and upgrade both knowledge
and skills. When people fail to fulfill their roles, they face a skill performance gap.
Given a particular set of learning objectives, a judgment has to be made about
55
56
is in-line with the organizations goals, and to see how effective the training and
training aids are. If organizations take the time and effort to evaluate training/
development efficiently and make it an integrated part of the course, it would
appear that the organizations are actually interested in building skills for the
future.
Modules are not developed in isolation, but within a course or program
structure, and the process is informed by the external national qualifications
framework and where relevant, professional body requirements. Thus, internal
and external factors must be taken into account at the planning stage. In terms of
designing modules, we would argue that there is a need for a planned integrated
approach to the process with the focus on the learning of the student. We would
suggest that academic staff can begin the process not by focusing on the content
of the module and how they intend to teach it, rather by focusing on the quality of
learning that can be achieved by their students (Donnelly, 2005).
The traditional curriculum focused on the teacher rather than the learner.
However, in recent years there has been a paradigm shift taking place, moving
the emphasis from teaching to learning and a more student-centered curriculum.
This change has impacted on the curriculum design process with a greater
emphasis on the learning in terms of knowledge, skills and competencies within
courses and modules. The focus is on how learners learn and the design of
effective learning environments. Alongside this change in pedagogy, the Bologna
Agreement has emphasized the need for reform to modernize education
(Donnelly, 2005).
57
58
can be employed and further reading is available (Neary 2002; Posner and
Rudnitsky 2001). When designing your evaluation strategy it is important to
consider when you will collect your data and how you will select your student
and/or stakeholder sample. It is also recommended that something is done with
any data collected and if students have been involved in the data collection, try
and feedback any data and make changes as appropriate.
To survive in highly competitive markets, organizations need to provide
goods and services that yield highly satisfied and loyal customers. When
customers are satisfied, they are more likely to return to those who helped them,
while dissatisfied customers are more likely to go elsewhere. The retention of
very loyal customers is a key to organizational survival (Jones and Sasser,
1995).
In todays competitive academic environment where students have many
options available, factors that enable educational institutions to attract and retain
students should be seriously studied. Secondary education institution itself
should start to search for effective and creative ways to attract, to retain or foster
stronger relationship with students. Alridge and Rowley (2001) stated that an
expectation that cannot be fulfilled by the institutions is the key factors for
students withdrawal. As we are living in the borderless world or the era of
globalization, students may have so many choices to choose and compare to
such as the academic program choices offered that not necessarily could be
completed or done in the class room in getting the certificate.
59
61
(2005), through a logistic regression 23analysis showed that campus social life
and the type of scholastic major compared to other majors, specifically business
63
as fee payers,
reasonably demand that their views be heard and acted upon. Students are now
viewed as customers in many colleges, altering the way in which services are
rendered and adding a new dimension to the strategic planning of colleges.
Satisfaction is a factor now that students have more choices in higher
education .It is time to investigate how student services are delivered and to
ensure the students best interest is being served. A transition in higher education
64
occurred when education becomes more secular and larger numbers of people
pursued postsecondary degrees. According to (Victoria, 2007), several social and
federal initiatives caused a surge in higher education. Students who were
previously excluded from higher education were welcomed in community
colleges. Students services began to focus on the personal and academic
development of the whole student.
Social psychologists, marketing researchers and students of consumer
behavior, have extensively studied the concepts of customer satisfaction and
dissatisfaction. The increasing importance of quality in both service and
manufacturing industries has also created a proliferation of research, with more
than 15,000 academic and trade articles having been published on the topic of
customer satisfaction in the past two decades (Peterson and Wilson, 1992). The
importance of service quality has become a major issue in the organization as
the elements of competitive advantages in the market place.
Relationship between service quality and customer satisfaction has been
extensively studied by researchers (Sureshchandar, Rajendran & Anantharaman,
2002; Jones & Suh, 2000; McDougall & Levesque, 2000). Ghobadian, Speller
and Jones (1997) concluded that companies with higher perceived quality goods
and services will enjoy higher long term economic benefits. The correlation
between the quality of goods and services and customer satisfaction, has led
organizations to continuously upgrade their quality and measure their clients
satisfaction. Satisfaction measurement, however, is a difficult task to achieve as
customer satisfaction is similar to attitude (Attiyaman, 1997). Quality too,
65
66
educational institutions that students are the only customers and lead them to
view students satisfaction as their only ultimate objective. Kotler and Fox (1995)
suggest that the public forms images of educational institutions on limited and
even inaccurate information, and that these images will affect the likelihood of
people attending or recommending institutions to others. An institutions actual
quality is seen by Gavin (as cited by Kotler and Fox, 1995) as often being less
important than its prestige or reputation for quality. He suggests that the main
focus of attention should be on the customers perceived service quality in order
to assist in differentiation. In its objective to deliver perceived excellence it can
be argued that the delivery of service quality is an important goal for educational
institutions. Variations of the total quality management framework are being
adopted by institutions to improve their competitive position and it is apparent
that customer satisfaction affects perceived quality which in turn affects
profitability. Perceived service quality (or, attitude towards the product) is an
important influence on students post-enrolment communication behavior and is
also of paramount strategic importance for the organization. As we concern, one
of the most important outcomes of the secondary education institution was the
students academic performance following by others. Academic performance will
contribute to the schools performance and thats explained how important the
academic performance to the institution is which it is also the goal orientation for
the institution existence.
68
69
70
71
quality suffer. Student satisfaction and learning outcomes are not all-or-nothing
propositions.
72
73
the students are not satisfied with the institution they will ultimately drop out and
this will affect all the customers.
Earlier studies and models on student satisfaction and retention conclude
that academic performance makes a part of student satisfaction. Measured by
the National Student Survey (2005), student satisfaction is a measure of
student's opinions of their university and so does not necessarily measure the
quality of an institution. According to Bolton (1998), there is a relationship
between customers retention, intentions and satisfaction and a satisfied
customer is a financial asset for the company. The most important goal of
education is to develop satisfied customers: students, parents and alumni, etc
(Seymour, 1972). Tinto (1975 and 1993), Baldridge, Kemerer, and Green (1982),
Reichheld (1996) and Keaveney and Young (1997) linked the satisfaction of
students which resulted from a positive experience to retention of the student in
that institute.
Synthesis and Relevance of the Reviewed Literature and Studies
The related literature and studies have considerably led the way for
conducting this study to highlight the significance of students levels of
satisfaction with the Strengthened Technical-Vocational Education Program
among Tech-Voc Schools in District 6 Division of City Schools Manila.
The review of related studies indicated that several local and foreign
institutions have been using Student Satisfaction instrument to improve the
quality of their students learning experiences. Apparently, the instruments by
74
these institutions have wider scope than the proposed Tech-Voc High School
Satisfaction Questionnaire (TVHSSQ) which was formatted based on the Key
Result Areas of the Strengthened Technical Vocational Education Program
(STVEP).
Locally, Malonzo (2001), and Ano (2008) developed a student satisfaction
evaluation instrument for Holy Angel University, Pampanga and Easter College,
Baguio. The two theses had significant similarities with the current research.
Basically, the phases in the development of their instrument were similar to the
phases undergone by the current study. Ano (2008) chose the faculty to write the
items for her instrument. While Malonzo (2001) determined the items through
focus group discussion with students. These two methodologies were undertaken
in preparing the current instrument. The proposed Tech-Voc High School
Satisfaction Questionnaire (TVHSSQ) was formatted into series of statements
not in question-type. The same format was used with the preceding satisfaction
survey instruments. But some significant differences arose. The student
satisfaction questionnaire of Malonzo (2001) and Ano (2008) caters to the
learners of higher education, while the present study was solely intended for
tech-voc high school students. Malonzo (2001) includes in his questionnaire the
degree of importance, while the current instrument did not. However, despite of
such differences the measurement of student satisfaction was considered as a
more comprehensive measurement tool to help the student experience to
improve the universality of education; as a better management tools that can
75
help schools to determine and adapt to the changing economic and social, better
seize the opportunity to meet the challenge.
The research of Valenzuela (2008) outlined the conditions of the technical
and vocational high schools in the Philippines in terms of areas of specialization,
curriculum implementation shares, teacher quality and quantity, physical
resources, quality and quantity of equipment and machines. While the
dissertation of Castillon (2010) has investigated the total quality management in
the implementation of STVEP in selected schools in Region X. And the
dissertation of Sor (2011) identified the predictors of organizational performance
of STVEP in the selected secondary tech-voc schools of Region IV-A,
Calabarzon. These three studies pertained with the Strengthened Technical
Vocational Education Program, though it did not focus on student satisfaction,
were considered by the researcher to be the most up-to-date related research
which was very helpful in laying out the conceptual framework of the study.
The study of Kruger (2009) is related to the present study in evaluating the
levels of satisfaction of the learners but have some differences because the
former used three-dimensional approach to the concept satisfaction while this
study utilized the uni-dimensional.
The Business Student Satisfaction Inventory of Maddox and Nicholson
(2008) are, indeed, rich in indicator in measuring student satisfaction. The
thoroughness of doing data analysis as established by Maddox and Nicholson
also become a guide in the methodology of the current research.
76
The study of Joseph and Joseph (1998) supports the investigation of the
researcher in viewing the students as customers, were students have been
categorized as the primary beneficiaries of education and hence should be
treated as customers. This perspective stems from the understanding that
educational institutions are highly competitive on the market with strategies being
aggressively developed to satisfy students needs in order to attract a sustainable
market share. Moreover those who regard students as primary customers
associate them as being involved in the input and output of the learning process.
The studies are in one way or another, slightly similar to the present
investigation in as much as they deal and cover the same ideas and concepts on
measuring learner satisfaction. The studies reviewed are useful to the researcher
as guides for deeper understanding of the ideas, concepts, and previous findings
of other studies on student satisfaction.
77
CHAPTER 3
RESEARCH METHODOLOGY
This chapter discussed the design and procedures undertaken during the
conduct of the study. It presented the research method used, respondent of the
study, instrument used, and validation of instrument, data gathering procedures
and statistical treatment of data.
Research Method Used
This study made use of the descriptive research method which is
designed for the researcher to gather information about present existing
conditions in the chosen field of study. This method encompasses all the data
gathered useful in adjusting or meeting the existing phenomenon. The survey
study was employed to measure the existing event without inquiring why it exists.
Respondent of the Study
The population of this study consisted of all fourth year students who were
enrolled in Tech-Voc courses during school year 2011-2012 in two Tech-Voc High
Schools in District 6 of the Division of City Schools Manila, namely Eulogio
Rodriguez Vocational High School in Nagtahan, Sampaloc and Elpidio Quirino
High School in Bacood, Sta. Mesa.
Sampling Technique
Lottery sampling selection was done, so that each respondent has an
equal chance of being selected. The respondents were selected from every
78
specialization they were assigned, picked out from a bowl, and a number written,
he/she was included in the sample.
Research Instrument
A questionnaire consisting of two parts was designed to collect the data
needed for the study. The first part of the questionnaire was designed to measure
the perceive experience of the students with the school, through the set of 35
statements that was intended to measure the students perceived experience. A
five-point Likert scale was used to gauge the learning satisfaction of the students
with the STVEP which as follows: 5-Extremely Satisfied; 4-Very Satisfied; 3-Quite
Satisfied; 2-Very Dissatisfied; 1-Extremely Dissatisfied. To simplify the task of
comparing a large number of variables to the satisfaction measure, they were
grouped into seven factors or STVEPs Key Result Areas based on the DepEd
Order 48, series of 2007. The second part of the questionnaire is for the
demographic items of the respondent, which includes the name of the
respondent, name of school, gender and course/ specialization taken. A good
part of students expression of satisfaction is related to factors other than the
educational experience itself; there are demographic characteristics and
outcomes that can influence satisfaction levels (BC and OWG, 2008). In
designing a suitable questionnaire for the study, the author was aided by the
Student Satisfaction Index of Malonzo (2001) as well as from the foreign: Student
Satisfaction Survey Questionnaire (Kruger, 2009) and the Business Student
Satisfaction Inventory (Maddox and Nicholson, 2008). Some parts of the
questionnaire were patterned from already existing surveys (NLSS, 2011; BC
79
and OWG, 2008) and studies (Hameed and Amjad, 2011); the researcher
structured other parts such as minor modifications of wording. Areas of concern,
about which students are asked to rate their satisfaction, derived from prior
consultations with students. Students, in effect, determine the questions in the
questionnaire on the basis of feedback from focus group session and interviews.
The usual approach with taught students is to convene focus groups of students
to identify those elements of their experience they regard as important, which are
then used as a basis for drawing up the questionnaire. The groups are selected
to reflect the variety of provision within the institution. They include groups from
each tech-voc schools and course of specialization, ensuring that a
representative number are selected and covered. Additionally, Tech-Voc High
School faculty members were invited by person to suggest items for inclusion in
the Inventory. The focal question of this inquiry was What would increase your
satisfaction as regards in the different Key Result Areas of STVEP ?. Follow-up,
brief interviews were conducted with faculty members who responded to the
request for input. These interviews permitted the creation of an initial set of 56
items for inclusion in the first iteration of the instrument. To achieve a high degree
of content validity of the test, a consultation and item inspection was made
through the expertise of the Directors and OIC of DepEds Technical-Vocational
Task Force; Principals of tech-voc high schools; TVE Heads, and Teachers.
Thus, the researcher discreetly formulated its Tech-Voc High School Satisfaction
Questionnaire (TVHSSQ) as the instrument to determine the student satisfaction
of tech-voc high school learners. .
80
Data-Gathering Procedure
In collecting and gathering the data needed, the researcher got permission
to conduct the study from the Superintendent and school principals requesting
permission to allow the researcher to administer the questionnaires in two (2)
tech-voc high schools of District 6, Division of City Schools Manila.
In designing a suitable questionnaire for the study, the author was aided
by the Student Satisfaction Survey Questionnaire (Kruger, 2009) and the
Business Student Satisfaction Inventory (Maddox and Nicholson, 2008). Some
parts of the questionnaire were patterned from already existing surveys (NLSS,
2011; BC and OWG, 2008) and studies (Hameed and Amjad, 2011; Malonzo,
2001); the researcher structured other parts such as minor modifications of
wording. Areas of concern, about which students are asked to rate their
satisfaction, derived from prior consultations with students, tech-voc experts,
practitioners and research adviser.
The study undertaken random sampling of respondents and schedules the
administration of questionnaire with the respondents. After the survey
questionnaires were administered, the data was elicited and tabulated and
appropriate statistical tools were used to answer the specific problems of this
research.
Statistical Treatment of Data
The data collected in this research were organized and classified based
on the research design and statistically analyzed with help of parametric
instruments such as the following:
81
fathers highest
educational
attainment,
mothers highest
P = F/N x 100 %
Where:
F = frequency
N = number of respondent
2. Weighted Mean
The weighted mean was used to determine the mean ratings of the
respondents pertaining to their level of satisfaction. The formula is given by
Freund and Simon (1992):
=
f x
n
Where:
= weighted mean
= number of respondents with the response or rating
= response or rating of the ith respondent
n= number of respondents
82
3.1. T- test
The independent sample t-test was used to determine the
significance of the difference in the level of satisfaction of the respondents when
they are grouped according to gender. The formula is given as follows (Watpole,
2000):
Where:
N1 = number of respondents in the first category
N2 = number of respondents in the second category
d.f. = N1 + N2, degrees of freedom
1 = mean of rating of the first category
2 = mean of rating of the second category
S1= standard deviation of the first category
S2= standard deviation of the second category
83
Between Groups
K-1
SSA
Within Groups
N-K
SSW
TOTAL
N-1
Mean Square
MSA=
SSA
K1
MSA
MSW
1
T ..2
SST= xj - N
MSW =
SSW
N K
SST
T
SSA= N
1
T ..2
N
SSW= SST-
SSA
Where:
84
Interpretation
4.21 5.00
Extremely Satisfied
3.41 4.20
Very Satisfied
85
2.61 3.40
Moderately Satisfied
1.81 2.60
Very Dissatisfied
1.00 1.80
Extremely Dissatisfied
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results of the empirical research on student
satisfaction with the STVEP among students in two (2) Tech-Voc High Schools of
District VI of the Division of City Schools, Manila.
This study revealed the level of satisfaction with the STVEP using the
evaluated and validated survey instrument distributed in two (2) technicalvocational high schools. In this study, the level of satisfaction was based on its
Key Result Areas: Curriculum Development; Training Interventions; Textbooks
and
Modules;
Tools,
Equipments
and
Facilities;
School
Management
Table 1
Distribution of the Respondents by Gender
Gender
Female
Male
Total
Frequency
211
202
413
Percent
51.1
48.9
100.0
Frequency
222
136
32
12
6
3
2
413
Percent
53.8
32.9
7.7
2.9
1.5
0.7
0.5
100.0
students entered high school when they are 13 years old, the normal entry age of
Filipino in secondary level. Still, there were these enrollees who were 17, 18, 19
and as old as 20 years and above. It can be inferred that with the combined
proportion, 11.8 percent of the respondents were considered to be over-age in
the Philippine secondary education system (PDIS, 2012). However this figure
presents a positive indication where drop-outs continue their schooling, moving
closer to Department of Educations goal of making quality basic education
accessible to all.
Table 3
Distribution of the Respondents by Specialization
Specialization
Cosmetology
Electronics Technology
Automotive Technology
Commercial Cooking
Furniture & Cabinet
Making
Service Building &
Wiring Installation
Computer Hardware
Servicing
Food & Beverage
Service
Garments
Machine Shop
Technology
Plumbing
Welding Technology
Total
Frequency
62
58
52
46
41
Percent
15.0
14.0
12.6
11.2
9.9
41
9.9
38
9.2
31
7.5
21
12
5.1
2.9
9
2
413
2.2
0.5
100.0
88
89
incomes in the whole construction industry. The majority of pipe layers made
between $11.00/hour and $18.40/hour in 2002, with a median of $13.70. The
lowest tenth on the pay scale made under $9.20/hour and the highest tenth made
over $24.30/hour. The majority of plumbers, pipefitters, and steamfitters made
between $14.70/hour and $25.90/hour with a median of $19.30/hour. The lowest
tenth on the pay scale made under $11.20/hour and the highest tenth made over
$32.30/hour. Median wages varied according to where plumbers, pipefitters, and
steamfitters were employed. Those who worked in non-residential building
construction or for building equipment contractors had a median income of about
$19.60/hour (www.ilo.org). While the specialization in Welding Technology was
least notice here in the Philippines, the U.S. Bureau of Labor Statistics predicts
that the field of welding will grow by 5 percent through 2016, creating 22,000 new
jobs overseas. In the United States alone, the states with the highest
concentration of welders were Wyoming and Louisiana, where workers earned
average salaries of $46,480, and $39,830, respectively. The states with the
highest annual average pay for welders were Alaska at $55,200 and Hawaii at
$51,380. With these income and compensation in mind, Welding Technology
should be aggressively pushed by the Technical-Vocational schools to young
Filipinos as a technical-vocational education option in view of the global demand.
TESDA should also encourage tech-voc schools to improve their equipment and
facilities so that young welders will have a good reputation for their quality skills
here and in other countries.
Table 4
91
Frequency
Percent
209
175
16
12
1
413
50.6
42.4
3.9
2.9
0.2
100.0
93
positive effects on family outcomes. It is not clear that this assumption is justified
by theory. A simple model of household time allocation would suggest that time
spent on human capital investment would reduce time spent with children, and
thus negatively impact child outcomes. Alternatively, maternal time in education
and training activities may have positive spillover effects on investment in
children, including role model effects, improved ability to help with homework,
and improved ability to navigate the educational system. In addition, increased
family income associated with the attainment of higher levels of maternal
education may also have a positive effect on childrens outcomes (Schmidt and
Moore,2004).
Table 6
Distribution of the Respondents by Number of Siblings
Number of Siblings
5 and above
3
4
2
1
None
Total
Frequency
108
106
93
72
23
11
413
Percent
26.2
25.6
22.5
17.4
5.6
2.7
100.0
94
Frequency
127
Percent
30.8
85
20.8
77
18.6
55
13.4
18,000 1 9,000
34
8.2
2 0,000 Above
34
8.2
413
100.0
1 0,000-
13,000
14,000- 17,000
Total
7,000-
95
9,000. To breach the poverty line the National Statistical Coordination Board
(NSCB) computed that the average poverty threshold for a family of five in the
National Capital Region in year 2012 is at
Weather Stations (SWS) computed that in the National Capital Region, food cost
for families with 1 to 2 members was
need
members need 8, 000 a month to keep from being food poor. The National
Household Targeting System for Poverty Reduction, which identifies who and
where the poor are in the country, estimates that 5.2 million families earns
3,460a month while the second poorest quintile, consisting of 4.1 million families,
has a income of
This is about half of what the richest 30 percent have achieved 90 percent. The
think tank, the governments economic research arm, said under-performance of
the basic-education sector in the country has likely been exacerbated by the
failure of the income of the poor to rise rapidly in the past decade.
School participation is inversely related to income as stated by the
Philippine Institute for Development Studies (2012): statistics on Adjusted Net
Attendance Rates for secondary levels are observed to be higher among higher
income classes. Poor families tend to be headed by persons with low levels of
education, who themselves may not put as much premium on the schooling of
children in the household. Albert (2011) examines panel data of Annual Poverty
Indicator Survey households and observes that children from families that
experience income shocks tend to have a higher incidence of children who are
not in school, suggesting that families cope with their income shocks by not
sending their children to school. Children from poor families, especially at
secondary-school age, are expected to contribute to family income, and often,
these children have to sacrifice their schooling. Among the secondary-school age
children that are not in school, both the two latest rounds of the Annual Poverty
Indicator Survey (conducted in 2007 and 2008) as well as the corresponding
Labor Force Survey rounds when these surveys were conducted indicate that
about 0.4 million are engaged in labor (three fourths of whom are boys). Even
among children aged 5 to 15 that are currently in school, 0.6 million are in
economic activities and maybe at risk of not completing their schooling. Thus,
government has been engaged in attempts to address demand-side issues
97
98
Statement
Diagnostic test, Mid-Year/ Year-End Test, Periodic
Test are regularly administered.
Competency-Based Curriculum (CBC) is followed
and properly implemented.
My specialization course is demand-driven and
community based.
Tech-Voc concepts are appropriately connected in
academic subjects.
Instructional materials are suited to the needs of
the learners.
Grand Mean
Weighted
Mean
Verbal
Interpretatio
n
4.21
Very Satisfied
4.04
Very Satisfied
4.04
Very Satisfied
3.96
Very Satisfied
3.90
4.03
Very Satisfied
Very Satisfied
It can be seen in Table 8 that the respondents are very satisfied with all
items under curriculum development. Diagnostic test, Mid-Year/Year-End Test,
Periodic Test are regularly administered obtained the highest weighted mean of
4.21. This is followed by Competency-Based Curriculum (CBC) is followed and
properly implemented and My specialization course is demand-driven and
community-based with weighted mean of 4.04. The last two items Tech-Voc
concepts are appropriately connected in academic subjects and Instructional
materials are suited to the needs of the learners were rated 3.96 and 3.90
respectively. As a whole, the respondents level of satisfaction on the curriculum
was rated 4.03.
99
Instructional materials are suited to the needs of the learners obtaining the
lowest weighted mean may indicate that the respondents feel the instructional
materials are not well organized, not well constructed and not properly presented
for a successful teachinglearning to be achieved. Right, in her article The
Importance
of
Learning
Materials
in
Teaching,
(http://www.ehow.com/
about_6628852_importance-learning-materials-teaching.html#ixzz21UTyxoV2,
accessed July 24, 2012) stated that Teaching materials can support student
learning and increase student success. Ideally, the teaching materials will be
tailored to the content in which they're being used, to the students in whose class
they are being used, and the teacher. Teaching materials come in many shapes
and sizes, but they all have in common the ability to support student learning.
Learning materials can assist teachers in an important professional duty: the
differentiation of instruction; that is, tailoring of lessons and instruction to the
different learning styles and capacities within the classroom.
Table 9
Respondents Level of Satisfaction on Training Intervention
Statement
It exposed the students to the actual technical
aspects and technology of a particular course of
specialization.
The training is aligned to the curriculum and
TESDA Training and Regulations.
Provides evident improvement in learning.
It provides students the oppurtunity for career
exploration.
Weighted
Mean
Verbal
Interpretatio
n
4.19
Very
Satisfied
4.17
Very Satisfied
4.15
Very Satisfied
4.15
Very Satisfied
100
4.07
4.14
Very Satisfied
Very Satisfied
101
102
Weighted
Mean
Verbal
Interpretatio
n
4.04
Very Satisfied
4.03
Very Satisfied
3.98
Very Satisfied
3.96
Very Satisfied
3.74
3.95
Very Satisfied
Very Satisfied
Statement
Table 10 exhibits that the respondents are very satisfied with all items under
Module. Module lessons encourage higher thinking level held highest weighted
mean of 4.04 followed by the declaration Modules provided are comprehensive, upto-date, organized and easy to learn with weighted mean of 4.03. Modules are
acesible and well distributed was next above the second rank rated 3.98. The last
two items Module content is supported by other textbooks and references and
Modules are linked to other subject area were rated 3.96 and 3.74 respectively.
Modules are linked to other subject area, is an item that needs to stress on.
Connecting the content of the module with other discipline and competency could
entail more dynamic learning. For instance, the Module used in Food Technology IV
is sole purposely for baking cakes, breads and pastry. Reviewing what is in it, you
can realize that it lacks cognitive assistance both in Math and Science, which are
essential facts other than recipe. It could be more instructional if students are taught
and backed up with more scientific explanations and mathematical principles, thus
avoiding inaccuracy and to be mythical. An increment of knowledge through other
103
subject areas could also help students to be problem solvers. Trouble shooting of
errors they may encounter helps; them deal and overcome it which apparently
results to a strong personal character.
Table 11
Respondents Level of Satisfaction on Tools, Equipments and Facilities
Weighted
Mean
Verbal
Interpretatio
n
4.06
Very Satisfied
4.02
Very Satisfied
Statement
104
4.02
Very Satisfied
4.01
Very Satisfied
3.97
4.02
Very Satisfied
Very Satisfied
105
Statement
Teachers develop the competency level of 4th
year students prior to the National Certificate
Assessment.
School Administration and Department Heads are
well-trained in implementing the STVEP.
Teachers are experts in teaching their
specialization courses and are NC holders.
Supreme Student Government (SSG) is actively
involved in supporting School-Based Management
Program.
Non-teaching staff are skillful in providing nonteaching support to students
Grand Mean
Weighted
Mean
Verbal
Interpretatio
n
4.18
Very Satisfied
4.15
Very Satisfied
4.07
Very Satisfied
3.77
Very Satisfied
3.63
Very Satisfied
3.96
Very Satisfied
106
Management Program held the fourth position of 3.77, while the item Nonteaching staff are skillful in providing non-teaching support to students garnered
3.63 forming the last rank of the scale. Overall, with a grand mean of 3.96 the
respondents are very satisfied in terms of school management.
It can be seen that the item prior to the National Certificate Assessment
of TESDA teachers develops the competency level of the graduating students,
stand out. It was a good indicator that the respondents experienced and received
the right instructions and trainings provided by their teachers. Passing the
assessment, students obtain the certificate of competency that secures
employment admission in the future which complements the governments
program for economic recovery and social uplift. Noteworthy also, is the thirdrank item Teachers are experts in teaching their specialization courses and are
NC holders. This data shows that technical-vocational teachers are moving
forward on their field of expertise in line with the thriving industries to which
students are confident enough on their
Table 13
Respondents Level of Satisfaction on Student Activities and Projects
Verbal
Weighted
Statement
Interpretatio
Mean
n
Student activities and projects promotes
4.09
Very Satisfied
opportunities in acquiring employable and
107
entrepreneurial skills.
Student activities and projects engage students in
active learning.
It is appealing to wide range of abilities and
interests.
Student activities and projects are well-iplemented.
Student activities and projects are monitored and
evaluated for effective implementation.
Student activities and projects are well-iplemented
Grand Mean
4.05
Very Satisfied
3.97
Very Satisfied
3.97
Very Satisfied
3.94
4.00
Very Satisfied
Very Satisfied
Table 13 exhibits that the respondents are very satisfied with all
items under Student Activities and Projects. Student activities and projects
promotes opportunities in acquiring employable and entrepreneurial skills held
highest weighted mean of 4.09 followed by the declaration Student activities
and projects engage students in active learning with weighted mean of 4.05.
Next above the second rank are the items It is appealing to wide range of
abilities and interests and Student activities and projects are monitored and
evaluated for effective implementation both with weighted mean of 3.97. Last
to form the bottom of the scale is the item Student activities and projects are
well-iplemented rated 3.94. This least likely item about learners activities and
school projects depicts the problem of a not well-planned program. Though
the STVEP-CBC s objectives were likely to turn out well, but the lack of
materials and lack of preparation encumbers it. DepEd just revised the
curriculum but they did not provide enough instructional materials such as
updated references, high quality tools and equipments, and rubrics. Each
108
pedagogue knew the importance of student activities and projects in teachinglearning experience. Projects give students opportunities to perform other than
tests which can be especially important in demanding courses of tech-voc
since they may not perform well on their tests. Projects provided students a
chance to learn at home or at school and in a different format than the normal
lectures and homework assignments. Projects are an easy way to incorporate
literacy and creativity into learning and assessment (Becky, 2010). Considering
its significance the need for its proper implementation is compelling.
Table 14
Respondents Level of Satisfaction on Stakeholders Involvement
Statement
Alumni and concerned idividuals are supportive of
education.
Universities and Colleges are helpful in improving
school projects and programs.
PTCA and School Faculty unitely supportive of
education.
Local business owners and manufacturers are
supportive in improving school projects and
programs.
Barangays and City Officials of Manila are actively
involved in school programs and projects.
Grand Mean
Weighted
Mean
Verbal
Interpretatio
n
3.94
Very Satisfied
3.81
Very Satisfied
3.80
Very Satisfied
3.78
Very Satisfied
3.69
3.80
Very Satisfied
Very Satisfied
by item Universities and Colleges are helpful in improving school projects and
programs which acquired a weighted mean of 3.81. PTCA and School Faculty
unitely supportive of education ranked third and gathered a weighted mean of
3.80. Local business owners and manufacturers are supportive in improving
school projects and programs held the fourth position at 3.78, while the item
Barangays and City Officials of Manila are actively involved in school programs
and projects garnered 3.69 forming the fifth rank of the scale. Overall, with a
grand mean of 3.96 the respondents are very satisfied in terms of stakeholders
involvement.
Learning institutions need to embrace the concept of a learning
community by encouraging and institutionalizing parental, instructional, and peer
mentoring programs to develop good study habits and positive learning attitudes
among tech-voc high school students. The data provides a glimpse of how the
students see and feel about the involvement of the Barangays and City Officials
of Manila in school programs and projects. Being at the bottom of the survey,
students of course do not go deeper unto the technicalities of Republic Act 7160
or otherwise known as the Local Government Code of 1991 nor examine the
utilization of Special Education Fund (SEF). It is only how these young learners
perceive and experience the short arm of local governance. A recommendation
made based on a study conducted by the Philippine Institute for Development
Studies by Manasan, Celestino and Cuenca (2011) highlight the need to improve
the governance of Local School boards. Related to this, the measures proposed
include: clearer guidelines on preparation of the Local School Board budget, the
110
t-value
Decision
Remarks
1.025
1.434
0.683
0.500
pvalue
0.306
0.152
0.495
0.617
Curriculum Development
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement
Accept Ho
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
Not Significant
1.014
-0.885
0.272
0.311
0.377
0.786
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
Curriculum Development has a 0.306 p-value. The KRA Training Intervention has
111
its p-value of 0.152. KRA Modules has the p-value of 0.495. Tools, Equipment
and Facilities has 0.617. The KRA School Management has a p-value of 0.311.
Student Activities and Projects 0.377, while the KRA Stakeholders Involvement
has its p-value of 0.786. This means it would result in the acceptance of the null
hypothesis at the 5% (significance) level that being a male or female student
does not influence their satisfaction of learning in the tech-voc program.
Table 16
By Respondents Age
Aspects
F-value
Decision
Remarks
0.643
1.242
0.849
0.618
pvalue
0.667
0.288
0.516
0.686
Curriculum Development
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement
Accept Ho
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
Not Significant
1.339
0.994
0.501
0.247
0.421
0.775
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
By Respondents Specialization
Aspects
F-value
Decision
Remarks
2.590
3.428
2.175
2.890
pvalue
0.003
0.000
0.002
0.001
Curriculum Development
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement
Reject Ho
Reject Ho
Reject Ho
Reject Ho
Significant
Significant
Significant
Significant
3.577
3.207
2.834
0.000
0.000
0.001
Reject Ho
Reject Ho
Reject Ho
Significant
Significant
Significant
Table 18
113
F-value
Decision
Remarks
1.549
1.370
2.479
2.485
pvalue
0.201
0.251
0.061
0.060
Curriculum Development
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement
Accept Ho
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
Not Significant
1.890
0.483
5.205
0.131
0.694
0.002
Accept Ho
Accept Ho
Reject Ho
Not Significant
Not Significant
Significant
Results show that six KRAs explicitly: Student Activities and Projects
(0.694), Training Intervention (0.251), Curriculum Development (0.201), School
Management (0.131), Modules (0.061), and Tools, Equipment and Facilities
(0.060) acquired a P-value more than the 0.05 probability level. This means the
null hypotheses pertain thereto were accepted and remarked as insignificant. But
what is highly noticeable was the item Stakeholders Involvement at 0.002 which
is statistically significant that led to the rejection of the null hypothesis. It signifies
that the respondents fathers highest educational attainment is viewed as an
important aspect in promoting the participation of stakeholders
in learner
satisfaction.
114
Table 19
By Respondents Mothers Highest Educational Attainment
Aspects
F-value
Decision
Remarks
1.201
0.621
0.608
0.133
pvalue
0.309
0.602
0.610
0.940
Curriculum
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement
Accept Ho
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
Not Significant
0.016
0.677
0.288
0.997
0.567
0.834
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
115
Table 20
By Respondents Number of Siblings
Aspects
F-value
Decision
Remarks
1.332
0.613
0.597
0.752
pvalue
0.250
0.690
0.703
0.585
Curriculum
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement
Accept Ho
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
Not Significant
1.301
1.063
1.514
0.262
0.380
0.184
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
The computed test statistic is more than the alpha level of 0.05 as can be
seen on the KRAs Curriculum Development with p-value of 0.309. Training
Intervention is 0.602. Modules with p-value of 0.610. Tools, Equipment and
Facilities has 0.940 p-value. School Management 0.997. The KRA Student
Activities and Projects 0.567, and for the KRA Stakeholders Involvement a pvalue of 0.834. So the conclusion is to fail to reject the null hypothesis under
Table 20. There is insufficient evidence to conclude that there is a significant
difference in the level of satisfaction on the KRAs with the number of siblings of
respondents, a hunch to the theory that the number of siblings schooling in
families has a negative impact on education (Orbeta Jr., 2005).
116
Table 21
By Respondents Monthly Family Income
Aspects
F-value
Decision
Remarks
0.483
0.893
0.248
0.658
pvalue
0.789
0.485
0.941
0.656
Curriculum
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement
Accept Ho
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
Not Significant
0.934
1.512
1.009
0.459
0.185
0.412
Accept Ho
Accept Ho
Accept Ho
Not Significant
Not Significant
Not Significant
117
118
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the overview of the study, the findings, the
conclusions and the recommendations that can contribute in determining the
measurement of students satisfaction with the STVEP through its key result
areas among tech-voc schools in District 6 in the Division of City Schools Manila
for school year 2011-2012.
Summary
119
120
Quirino High School and EARIST Vocational High School with combined
enrollees of 590 students for the 4th year level.
Specifically, this study sought answers to the following questions:
1. What is the profile of the students of tech-voc schools in District 6 in the
Division of City Schools Manila in terms of the following:
1.1. Gender;
1.2. Age;
1.3. Specialization;
1.4. Fathers Highest Educational Attainment;
1.5. Mothers Highest Educational Attainment;
1.6. Number of Siblings; and,
1.7. Monthly Family Income?
2. What are the student satisfaction levels of tech-voc students in terms of:
2.1. Curriculum Development;
2.2. Training Interventions;
2.3. Modules;
2.4. Tools, Equipments and Facilities;
2.5. School Management Development;
121
1.4. Fathers Highest Educational Attainment. The survey point out that
most head of the household were college degree holders with a frequency of
195 or 47 percent.
1.5. Mothers Highest Educational Attainment. The greater number of the
respondents mother or 50.6 percent had also finished college. Followed by
the 42.4 percent of High School, then 3.9 percent of Elementary.
1.6. Number of Siblings. Most respondents with a percentage of 26.2 has a
count of 5 and above siblings, followed by 25.6 percent that has 3siblings and
22.5 percent having siblings of 4.
1.7. Monthly Family Income. There are 127 or 30.8 percent of the
respondents family earn below
a family earning
123
The
respondents
are
very
125
3.1. The computed p-value is greater than the assigned level of significance of
0.05 on the level of satisfaction on the Key Result Areas when respondents are
grouped according to Gender, Age, Fathers Highest Educational Attainment,
Mothers Highest Educational Attainment, Number of Siblings, and Monthly
Family Income.
3.2. The item Stakeholders Involvement has a p-value of 0.002 below the 0.05
level of significance which is statistically significant when respondents are
grouped by fathers highest educational attainment.
3.3.
The computed value is less than the 0.05 level when respondents are
grouped by Specialization.
Conclusions
The researcher concluded that:
1.1.
Female students dominate the 4th year level of tech-voc high schools in
District 6, DCS Manila, during school year 2011-2012.
1.2.
Most of the respondents entered high school when they are 13 years old
the normal entry age of Filipino for secondary level. However, with the
combined proportion, 11.8 percent of the respondents were considered to
be over-age in the Philippine secondary education system ranging from 17
to 20 years old.
1.3.
126
1.4.
1.5.
1.6.
1.7.
8, 945 a month.
2.2.
added economic value that will translate to improved future labor market
outcomes.
2.3.
2.4.
Tools, Equipment and Facilities. There were not enough supplies of tools,
equipment and facilities in each specialization course.
2.5.
2.6.
2.7.
3.1.
128
3.3.
Recommendations
In
the
light
of
the
conclusions
drawn
above,
the
following
129
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
130
1.7.
Parents should find more ways to earn sufficient income to breach the
poverty line.
2.1.
2.2.
2.3.
Modules. Review and revise its context with other discipline and
competency that could entail more meaningful learning.
2.4.
Tools, Equipment and Facilities. Add more tools and equipments in sync
with the equipment and machinery used in the industry, and enhance the
quality, adequacy and accessibility of technical-vocational infrastructure
facilities.
2.5.
2.6.
131
2.7.
3.1.
3.2.
Fathers with bachelors degree may contibute their knowledge and skill in
promoting the STVEP for their childs wellfare at school.
3.3.
4.2.
A tracer study of tech-voc high school graduates under the STVEP may
also be considered for this purpose.
132
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133
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Appendix A
Items Taken From Reviewed Literatures and Studies and Existing Instruments
1. Curriculum Development. (DepEd Order No.48, s. 2007; DepEd Order No.
59, s. 2011)
A. Competency-Based Curriculum is properly implemented (DepEd Order
No.48, s. 2007; Valenzuela, 2008; Castillon, 2010).
145
146
147
148
149
59, s. 2011)
a) Barangays and City Officials of Manila are actively involved in school
programs and projects (DepEd Order No.48, s. 2007; Valenzuela;
Manasan, Celestino, and Cuenca, 2008).
b) PTCA is active and supportive of school programs and projects (DepEd
Order No.48, s. 2007; Valenzuela, 2008).
c) Alumni are supportive of education (DepEd Order No.48, s. 2007)
151
Appendix B
FOCUS GROUP DISCUSSION GUIDE
Objectives
152
Question: In what ways the trainings you received satisfies you? (Choose 5)
a)
b)
c)
d)
improvement.
e) It connects a link to the student in entering higher education, world of work
and entrepreneurship.
f) It exposed the students to the actual technical practice and technology of
a particularspecialization course.
g) Training provides the opportunity for career exploration of the students.
h) The business aspect of the training intervention deepened (or is
deepening) my knowledge in the functional areas of business.
3. Modules. A key result area of STVEP that covers a single skill competency
subject. It is a teaching-learning tool consists of a series of lesson plans
designed to teach specific concepts.
Question: How do the Modules creates a satisfaction on your learning?
a) Modules provided are comprehensive, organized and easy to use.
b) Modules are linked to other subject areas.
c) Modules illustrations, tables, figures, charts are relevant and functional.
d) The content is supported by other textbooks and references.
e) Module content is accurate and up-to-date.
f) Module lessons encourage higher thinking level.
154
155
157
Part II. What are the indicators of satisfaction among tech-voc students?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
158
Appendix C
RESULTS OF THE FOCUS GROUP DISCUSSION
Key Result Area
1. Curriculum Development.
a) Competency-Based Curriculum is properly
implemented.
b) **The minimum time allocation specified in the
the learners.
e) The specialization course offered is demand-
Year-End
test,
and NC certification.
c) *Improvement in teaching is evident.
d) **Feedback is conducted by the teachers
1
3
higher
education,
world
of
work
and
entrepreneurship.
f) It exposed the students to the actual
for
training
Frequency Out of 4
Groups
3. Modules
3
a) **Modules
provided
are
comprehensive,
and references.
e) *Module content is accurate and up-to-date.
2
4
4
1
well-maintained.
d) Workshops and
laboratory
rooms
are
2
1
purposes.
h) *Library resources
and
services
are
161
adequate.
Department
Heads,
teachers
and
4
b) Teachers are experts in teaching their
specialization courses and are National
Certificate holders.
2
c) *Teachers are patient in helping their students to
learn.
3
d) **Teachers develop the proficiency level of the
4th year students prior to NC Assessment.
1
e) *School Heads are trained in business
development in generating funds of school.
3
f) **School principal and Heads are welltrained in implementing the STVEP.
162
4
g) SSG is actively involved in supporting
School-Based Management Program.
4
h) Non-teaching staff are skillful in providing
non-teaching support to students.
4
4
interests.
d) **Student activities and projects are
implemented.
f) *Student activities and projects are directly
productive entrepreneur.
163
3
1
the community.
h) *The school conducts information distribution
Appendix D
SAMPLE QUESTIONNAIRE
Part I. DEMOGRAPHIC ITEMS
Directions: Please fill in or check (/) the space for each item that correspond you.
Name: ______________________________________________
School: _____________________________________________
Gender: ___ Female
165
___ Male
Program/ Specialization:
___ Cosmetology
___ Garments
___ Plumbing
166
167
Appendix E
LETTER FOR EXPERTS VALIDATION
168
Appendix F
LETTER FOR EXPERTS VALIDATION
169
Appendix G
LETTER TO THE SUPERINTENDENT
170
Appendix H
INDORSEMENT TO THE PRINCIPAL
171
Appendix I
INDORSEMENT TO THE PRINCIPAL
172
CURRICULUM VITAE
173