Correlations of Selecting Track Courses in Technology Vocational Technical in K TO 12

Program of Grade 10 Students of Angel M. del Rosario High School with the Performance in

their Specialization Classes

Chapter I

The Problem and Its Setting

Introduction

Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do

what you believe is great work. And the only way to do great work is to love what you do.

Steve Jobs

Students motivation is a never ending thought for all teachers around the globe.

Students who are not motivated will not learn effectively. They wont retain information, they

wont participate and some of them may even become disruptive.

One major factor that affects the motivation of students is their intrinsic motivation

which refers to their personal enjoyment, interest, or pleasure. Research suggests that

motivation can be manipulated through certain instructional practices, although studies

demonstrate both positive and negative effects. Teachers should attempt to give students more
autonomy or control over their own learning by allowing them to make choices and use

collaborative or cooperative learning approaches.

Choice Theory, developed by William Glasser, MD., provides an explanation of

motivation which is markedly different from what many of us have been taught. A central

aspect of Choice Theory is the belief that we are internally, not externally motivated. While

other theories suggest that outside events "cause" us to behave in certain predictable ways,

Choice Theory teaches that outside events never "make" us to do anything. What drives our

behavior are internally developed notions of what is most important and satisfying to us.

Thus, by this choice theory, we make conscious decisions thus we set goals. When we

set a goal, we consciously agree to follow a set of actions that are required to make that goal

become reality.

With this kind of motivation, we become committed to what we choose, to what we

decide; K-12 Basic Education Curriculum enables the students to make decisions and give them

a step forward for them to achieve their life goals.

Background of the Study

Education in the Philippines is managed and regulated by the Department of Education

(DepEd), Commission on Higher Education (CHED) and Technical Education and Skills

Development Authority (TESDA). DepEd is responsible for the K12 basic education; it exercises
full and exclusive control over public schools and nominal regulation over private schools, and it

also enforces the national curriculum that has been put in place since 2013.

From 1945 to 2011, basic education took ten years to completesix years of

elementary education and four years of high school education for children aged six up to

fifteen. However, after the implementation of the K12 Program of DepEd and subsequent

ratification of Kindergarten Education Act of 2012 and Enhanced Basic Education Act of 2013,

the basic education today takes thirteen years to completeone year of kindergarten, six years

of elementary education, four years of junior high school and two years of senior high school

for children aged five up to seventeen. As of 2016, the implementation of Grade 11 has started.

Meanwhile, higher education requires even as little as two years (e.g. associate degree)

or much longer (e.g. bachelor's degree, master's degree, doctorate) to complete in universities

and colleges, and much shorter in technical and vocational schools.

K to 12 (also K-12) is an education system under the Department of Education that aims

to enhance learners basic skills, produce more competent citizens, and prepare graduates for

lifelong learning and employment. K stands for Kindergarten and 12 refers to the

succeeding 12 years of basic education (6 years of elementary education, 4 years of junior high

school, and 2 years of senior high school).

In the previous education system, students lack mastery of basic competencies due to a

congested ten-year basic education curriculum. Graduates of the old curriculum are younger

than 18 years old and are not legally ready to get a job or start a business. Foreign countries

perceive a ten-year curriculum as insufficient. They do not automatically recognize Overseas

Filipino workers (OFWs) as professionals abroad. Kindergarten (a strong foundation for lifelong

learning and total development) is optional and not a pre-requisite for admission to Grade 1.

Old education system offers a broad curriculum that does not include enough practical

applications.

While the K-12 program offers a decongested 12-year program that gives students

sufficient time to master skills and absorb basic competencies. Students of the new system will

graduate at the age of 18 and will be ready for employment, entrepreneurship, middle level

skills development, and higher education upon graduation. The K-12 program accelerates

mutual recognition of Filipino graduates and professionals in other countries. Kindergarten is

mandatory for five-year-old children, a pre-requisite for admission to Grade 1. The new

curriculum gives students the chance to choose among three tracks (i.e. Academic; Technical-

Vocational-Livelihood; and Sports and Arts) and undergo immersion, which provides relevant

exposure and actual experience in their chosen track.

Formal technical and vocational education starts at secondary education, with a two-

year curriculum, which grants access to vocational tertiary education. However, there is also

non-formal technical and vocational education provided as alternative learning programs.

Vocational schools offer a higher concentration of technical and vocational subjects in addition

to the core academic subjects studied by students at general high schools. These schools tend

to offer technical and vocational instruction in one of five main fields: agriculture, fisheries,

trade-technical, home industry, and non-traditional courses while offering a host of

specializations. During the first two years, students study a general vocational area, from the
five main fields mentioned. During the third and fourth years they specialize in a discipline or

vocation within that area.

Programs contain a mixture of theory and practice. Upon completion of grade 10 and

junior high, students can obtain Certificates of Competency (COC) or the vocationally oriented

National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in

Grade 12 of senior high school, a student may obtain a National Certificate Level II (NC II),

provided he/she passes the competency-based assessment administered by the Technical

Education and Skills Development Authority (TESDA).

The new high school curriculum includes core classes and specialization classes based on

student choice of specialization. Students may choose a specialization based on aptitude,

interests, and school capacity. Classes or courses are divided into two: Core Curriculum Subjects

and Track Subjects. There are seven learning areas under the core curriculum.

These are languages, literature, communication, mathematics, philosophy, natural

sciences, and social sciences. These will make up 15 core courses with the same contents and

competencies but with allowed contextualization based on school's location despite of

specializations of tracks and strands. Track subjects will be further divided into Applied or

Contextualized Subjects and the Specialization Subjects. There would be 7 Applied Subjects with

competencies common to tracks and strands or specializations but with different contents

based on specialization, and there would be 9 Specialization Subjects with unique contents and
competencies under a track or strand. For their specialization classes, students choose from

four tracks: Academic; technical-vocational-livelihood; Sports; and the Arts and Design.

The Academic track includes five strands of specializations: Accountancy and Business

Management (ABM) which will prepare students for college courses in the business-related

careers such as accountancy, business management, finance, economics, marketing, sales,

human resource management, business operations, entrepreneurship, etc.; Humanities and

Social Sciences (HumSS) which will prepare students to college courses in the fields of

humanities like language arts, literature, history, philosophy, religious studies, and the liberal

arts as well as in the field of social sciences and applied social sciences like anthropology,

economics, political science, psychology, sociology, geography, counseling, social work,

journalism and communications, etc.; Science and Technology, Engineering, and Mathematics

(STEM) which will prepare students for college courses in the fields of natural and physical

sciences, applied sciences, allied medicine, computer studies, architecture, engineering,

mathematics, etc.; General Academic (GA) is a generic strand for students who are not yet sure

of what to study in college or what track and strand to take with much like liberal arts subjects

like electives from humanities and social sciences, applied business and science courses, and a

freedom to choose electives from any track or strand offered by the school; and the new Pre-

Baccalaureate Maritime Strand which is an academic maritime field preparatory strand with

pre-engineering courses lie pre-calculus, calculus, and physics as well as one chemistry and

introductory maritime courses, preparing students who wishes to pursue higher education in a

maritime-related field.
 The Technical-Vocational-Livelihood (TVL) track includes current five especializations

from which TESDA-based courses can be chosen: Home Economics, Agri-Fishery Arts, Industrial

Arts, Information and Communications Technology, and the new field of TVL Maritime (a

technical-vocational-livelihood counterpart of the Pre-Baccalaureate Maritime of Academic

Track). A mixture of specialization courses from these four fields can also be done, depending

on the curricular program and offerings offered by schools who offers TVL track.

Sports track will prepare students with sports science, sports-related, physical

education-related, health-related, and movement-related courses which will let them explore

and specialize in fields like sports fundamental coaching, student-athlete development, sports

officiating and activity management, recreational and fitness or sports leadership. This will be

with courses in safety and first aid, fitness testing and basic exercise programming, psychosocial

aspects of sports and exercise, and human movement. Students will have an immersion or

practicum in a sports, fitness, exercise, or recreation specialization of one will be in-campus

practicum and one will be off-campus apprenticeship. This track will prepare students with

careers in sports athletics, fitness, exercise, recreational leadership, sports event management,

coaching, and physical therapy.

Arts and Design Track will prepare student for the creative industries in various creative

and artistic fields such as but not limited to: music, dance, creative writing and literature, visual

arts, media arts, broadcast arts, film and cinema, applied arts, architecture and design, theater,

entertainment, etc. Students will be trained with lectures and immersions in arts appreciation

and production and the performing arts. They will also learn and be prepared with physical and
personal development which will help them with physical, personal, and health factors in the

arts fields as an introduction to workplaces; integration of elements and principles of art which

will deepen their understanding about art elements and principles and their applications;

building cultural and national identity in arts which will help them appreciate cultural icons and

traditional or indigenous materials, techniques, and practices in their art field. Students also will

be immersed to an art field of their choice: music, theater, literary art, visual art, or media art

under apprenticeship with practitioner/s of the field and will culminate showcasing their skills

and talents in a performing arts performance, a visual and media art exhibit, or a literary art

production.

With all these tracks available for the students to choose upon, they will commit and

give their best in order to achieve their goals and this will help them discover and build

themselves as they enter their college level and make the biggest step in achieving their goals.

Thus, the researcher decides to take into consideration how the students choice affects their

performance.

Statement of the Problem

This research entitled Correlations of Selecting Track Courses in Technology Vocational

Technical in K TO 12 Program of Grade 10 Students of Angel M. del Rosario High School with the

Performance in their Specialization Classes dwells on the selection of the students track

course to their performance. Specifically, the following questions shall be investigated by the

researcher:
 1. How may the students be subdivided in terms of their:

a. Section?

b. Gender?

2. How may the level of their motivation on their track course be described in terms of:

a. Choice of track course?

b. Enjoyment of the track course?

c. Performance in their track course?

3. Is there a significant difference between the students selection of track course to their

performance in that particular track course?

Significance of the Study

The primordial purpose of this study is to find out the several factors to be consider of

the students in choosing track courses in TVL in K to 12 Program. The TLE or technological

livelihood education subjects in junior high school or JHS follow the rules of the Technical

Education and Skills Development Authority or TESDA. This will allow the students to earn a

national certification (NC) required by the Industry. Each TLE subject in Grades 7 and 8 is

exploratory. This means each student has the chance to explore the following four main

courses of TLE. First is Agri-Fishery, next is Home Economics, then Information and

Communications Technology (ICT) and Industrial Arts. Students can choose a maximum of four

TLE mini courses in Grade 7 and another four in Grade 8 that the school offers per localitys

needs and school assets.

 In Grades 7 and 8, the student does not yet earn a Certificate of Competency (COC). The

exploratory courses are a prelude to earning a COC in Grade 9 and an NC I/II in 10th grade. In

Grade 9, the student chooses one course to focus on from among the exploratory courses he

chose in 7th and 8th grades. Under this level, the student can earn a COC. In Grade 10, the

student pursues the TLE specialization course he chose in 9th grade. This allows him to get at

least an NC Level I or II (NC I or II) based on the TLE course he chose. JHS graduates or incoming

Grade 11 students will study core compulsory subjects and a required specialty. They can

choose from the three main tracks such as Academic, TechnicalVocational-Livelihood (TVL),

and Sports and Arts.

If the student picks the TVL track as specialty in senior high school or SHS, he/she will

continue the TLE course he/she studied in 9th and 10th grades. This will allow him/her to earn

NC II that he/she can use as credentials in applying for a job if he/she wants to work after SHS

graduation. Yet if the student will study further, he/she can pursue the TVL track and earn a

bachelors degree in a related field.

Moreover, this research will also benefit the following group of people:

Parents. They will be greatly informed that their children, the students will develop

more when they enjoy what they do. This will also enable the students to be more

independent to their parents because of the decision-making process. They will guide

their children throughout their dreams.

Teachers. They will altogether create an environment for the students to discover what

they prefer in life and consider this in making decisions or setting long term goals. This
 will also enhance their effectiveness as teacher for they will motivate students to do

better with a goal in their mind to follow.

School Administrators and the Department of Education. With this kind of information,

school administrators and the Department of Education will create different programs

that will help the students in discovering what they want and programs that will

enhance their abilities to their choice of tracks.

Future Researchers. This research can be further developed with a wider range of

subjects and students to evaluate.

Scope and Delimitations of the Study

This research entitled Correlations of Selecting Track Courses in Technology Vocational

Technical in K TO 12 Program of Grade 10 Students of Angel M. del Rosario High School with the

Performance in their Specialization Classes will be conducted during the school year 2016-

2017 in Angel M. del Rosario High School. This will only focus on the Grade 10 students

performance in the specialization class Cookery under the Home Economics subdivision of the

TVL track. Thus, this research will also include their level of enjoyment and choice for this is the

only track available for the students, this will be the variable that will be able to describe their

selection of track course.