ATTRIBUTES AND JOB INCLINATION OF STUDENTS, TLE PROGRAM

AND SKILLS PREFERENCE OF BUSINESS ESTABLISHMENTS:

THEIR IMPLICATION IN THE K TO 12 CURRICULUM

ESTELA L. BASTARECHE Teacher In-charge/MT II

ANNIELYN A. IGNES, Ph.D.

Research Proponents/Presenters

Education is the backbone of economy.

K to 12 Curriculum

Techonology and Livelihood Education

Introduction

This investigation aims to strengthen research on the combined assessment of students’ job inclination, TLE Program and if they match with the skills preference of business establishments and their implications in the K to 12 Curriculum.

GRADE VIII STUDENTS • Attributes•Job InclinationTLE PROGRAM•Teachers Qualification •specialization•laboratory•tools equipment, and•instructional facilities

BASIS INTHE IMPLE-

MENTA-TION

OF K TO 12CURRI-CULUM

BUSINESS ESTABLISH-MENTS• Attributes Preferred• Skills Preference

INDEPENDENT DEPENDENT VARIABLES VARIABLES IMPLICATION

Figure 1. Conceptual Framework of the Study

Statement of the Problem

Generally, this study aims to determine the attributes, job inclination of students, TLE program and skills preference of business establishments.

1. What are the attributes of Grade VIII students of Sto. Niño National High School ?

2. What are the jobs/skills inclination of Grade VIII students in terms of; 2.1. Agriculture; 2.2. Entrepreneurship; 2.3. Home Economics; 2.4. Industrial Arts and; 2.5. Information and Communication Technology?

3. What are the personal attributes and skills of employees preferred by business establishments in Sto.Niño, South Cotabato?

4. To what extent is the Implementation of Technology and Livelihood Program in terms of;

4.1. teachers qualification; 4.2. specialization; 4.3. laboratory; 4.4. tools and equipment, and; 4.5. instructional facilities?

5. What are the problems and challenges encountered by the school in the implementation of K12 curriculum in TLE?

Administrators TLE Specialization K to 12 Curriculum Job and skills mismatch will be

minimized.

Significance of the Study

The study was focused on;

the job inclination of Grade 8 students, TLE Program of Sto. Niño National

High School and; the skills preference of business

establishments in Sto.Niño, South Cotabato business establishments with 5 and above employees

their implication in the implementation of K to 12 Curriculum.

Scope and Delimitation

This study used ; descriptive method of research with (204)

Grade VIII students, (53) Business Owners and principal/adminstrator as the respondents of the study.

Sloven’s formula was used in determining sample size of students and business owners.

Methodology

Locale - Sto. Niño, South Cotabato. Frequency counts, percentage and mean were

used for analysis. Data were presented in tabular and graphical

form. The total population of (61) business

establishments and (416) Grade VIII students composed the population size of the study. Formula:

n = N 1+N (e)2

Where n= the size of sample n=?N = the size of the populatione = the margin of error @ 5% level of significance

SECTION POPULATION SAMPLE SIZE

PERCENTAGE

(%)

A 55 27 13.24

B 55 27 13.24

C 51 25 12.25

D 51 25 12.25

E 52 25 12.25

F 51 25 12.25

G 51 25 12.25

H 50 25 12.25

TOTAL 416 204 100%

Table 1.A Population and Sample Size of Grade VIII Students of SNNHS

BUSINESSESTABLISHMENT

POPULATION SAMPLE PERCENTAGE

Agri-buy and Sell

4 3 5.66

Agri-vet Supply 6 5 9.43Agro-Industrial 3 3 5.66Bakery 5 7.55Cooperatives 4 3 5.66Dress Shop 1 1 1.89Electronics/Related

3 3 5.66

Food Services/Catering

3 3 5.66

Furniture 2 2 3.77Internet Café 6 5 9.43Hardware 5 4 7.55Medical/Pharmacy 7 6 11.32Pawnshop 5 5 9.43W/Retail/Grocery 5 4 7.55Salon 2 2 3.77

Total 61 53 100%

Table .I. B. Population and Sample Size of Business Establishments

Data Gathering Instrument

Researchers used a modified “Industry Survey Questionnaire” which had undergone validation in gathering pertinent data.

Three questionnaires were used; for students, for business establishments, and for school principal/administrator.

Secondary data such as lists of business establishments taken from municipal licensing office and Grade VIII students’ data from the school registrar were utilized.

.

Letters of approval from the Schools Division Superintendent, Division of South Cotabato and the Municipal Mayor of Sto. Niño, South Cotabato

Distribution and collection of the questionnaires were carried out by the researchers.

Data Gathering Procedure

RESULTS AND INTERPRETATION

Figure 2. Attributes of Grade VIII in SNNHS

0

5

10

15

20

25 23.57

17.16

12.25

5.39.31 10.29

2.45 1.47

11.27

6.37

Attributes of Grade VIII Students

Percentage

n = 204

05

101520253035404550

43.13

14.22

30.39

12.25

Other Attributes of Grade VIII Students

Percentage

Figure 3. Other Attributes of Grade VIII Students of Sto. Niṅo National High School

Figure 4. Job Inclination of Grade VIII Students of SNNHS

0

5

10

15

20

25

30

35

40

45

15.2

30.88

38.73

9.315.88

Job Inclination of Grade VIII Students

Percentage

0

5

10

15

20

25

3024.53

9.43

24.32

3.77

11.32

3.771.89

3.771.89

11.32

3.77

Attributes Preferred by Business Establishment

Percentage

Series2

N*53

Figure 5. Attributes of Future Employees that Business Establishments Preferred

Figure 6. Other Attributes Prefered by Business Establishments in SNSC

05

10152025303540

11.32 13.2

37.74 37.74

Other Attributes Preferred by Business Establishment Percentage

Figure 7. Skills Preferred by Business Establishments in SNSC.

N*53

0

5

10

15

20

25

30

35

40

5.17

34.48

22.41

7.24

20.69

Skills Preferred by Business Establishment

Percentage

Table 2. Preparedness of Employers To Support Trainings to Develop The Skills That Are Basic Requirement For Employment_______________________________________________________

Percentage

Is your business establish- Yes Noment willing to take part on the job training program ofTLE in K to 12 Curriculum 81.13 18.87

Is your business ready to accept on the Job trainees of k-12 Senior Senior Students? 81.13 18.87

*n= 53

TLE specializations being offered by the school.

Agri-crop production Beauty Care Bread and Pastry Cookery and Mechanical drafting

Course/Major FREQUENCY PERCENTAGE

Agriculture 1 10.00

Home Economics 7 70.00

ICT 1 10.00

Industrial Arts 1 10.00

TOTAL 10 100%

Table 3. Profile of Teachers Teaching TLE

TLE SpecializationTaught

f PERCENTAGE

Agriculture 2 20.00Bread and Pastry 1 10.00

Cookery 2 20.00Drafting 1 10.00Handicraft 1 10.00Household Services

1 10.00

ICT 1 10.00TOTAL 10 100%

Table 4. Profile of Teachers who are teaching TLE Specialization

Table 5. Profile of Teachers with NCII License in SNNHS______________________________________________Major NCII License

None __________________________________________________Agriculture 0 1HE-Bread and Pastry 0 0HE-Cookery 2 1IA-Drafting 0 1IA- Handicraft 0 1HE- Household Services 0 1ICT 0

1__________________________________________________TOTAL 2

8__________________________________________________

Area of specialization

Mean Interpretation

Agriculture 2.0 Moderately adequate

Bead and Pastry 2.0 Moderately adequate

Cookery 1.0 Inadequate

Drafting 1.0 Inadequate

Handicraft 1.0 Inadequate

Household Services 1.0 Inadequate

ICT 2.0 Moderately adequate

Table 6. Degree of Adequacy of Laboratory Workshops

Grand Mean 1.42 Inadequate

Table 7. Adequacy of Tools and Equipment of TLE in SNNHS.________________________________________________________Tools and Equipment Mean Interpretation________________________________________________________

Agriculture 1.0 Inadequate

Bread and Pastry 2.0 Moderately Adequate

Cookery 2.0 Moderately Adequate

Drafting 1.0 Inadequate

Handicraft 1.0 Inadequate

Household Services 1.0 Inadequate

ICT 2.0 Moderately Adequate

________________________________________________________

Grand Mean 1.25 Inadequate

TOTAL 1.14 Inadequate 1.625 Inadequate

Table 8. Instructional Learning Materials of TLE in SNNHS

ILM Print Non-Print Materials Degree of Interpretation Mean Interpretation Adequacy___________________________________________________________ Agriculture 1 Inadequate 1.0 InadequateBread / Pastry 1 Inadequate 2.0 ModeratelyCookery 1 Inadequate 2 .0 ModeratelyDrafting 1 Inadequate 2.0 Moderately

Handicraft 1 Inadequate 2.0 ModeratelyHousehold Services 1 Inadequate 2.0 Moderately ICT 2 Moderately 2.0 Moderately

*ILM - Instructional Learning Materials

1. Students’ attributes and those preferred

by business establishments such as willingness to learn were matched.

2. Job inclination of students moderately matched with skills preference of business establishments.

CONCLUSIONS

3. The positive response of business establishments and their affirmation to support on the job trainings means that they will be beneficial partners in achieving the goals of the K to 12 Currilum.4. Specializations offered by the school

moderately match with the need of the industry.

5. Teachers’ lack the necessary competencies

as shown by low percentage of NCII holder.

6. The school is not yet ready for the inclusion of the areas of specialization in the K-12 Technology and Livelihood Education Curriculum in terms of laboratory equipment and facilities and learning materials as seen inadequate.

7.The school still faces problems and challenges in terms of shortage in textbooks insufficient budget and lack of training relevant to skills needed and lack of teachers.

The dilemma felt by the academe, other sector of society as well as the school administrators will be minimized through the result of this study, where information about the ;

students’ attributes, job inclination and skills preference will be significant basis for career pathing of students,

Implication

curriculum planning by the school administrators

training of teachers, procurement of facilities, equipment, and instructional

materials of schools and;

the DepED in general in the implementation of the K to 12 Curriculumin order to produce competent graduates equipped with necessary competencies which would lead graduates for employment or start a business of their own.

Based on the conclusions, the following are hereby recommended:

1.The school shall be a good venue in developing good attributes and skills of students and guide their job inclination that would fit the need of the industry whether they would be employed or self-employed.

Recommendations

2. Deliberate attention must be given to ensure skills competency development among student up to senior high school.

3. The school has to realign the TLE specialization and inclusion of entrepreneurial skills among students in order for them to become experts whenever they would launch for a job or venture a business of their own.

4. Teachers’ qualification to teach the area of specialization including entrepreneurial skills must be upgraded to be at par with national and global standards.

5. Schools are encouraged develop a teaching strategy of incorporating in- school forum or seminar on the employment and business opportunities using business operators as the resource speakers.

6. DepEd has to appropriate budget supported by budget priority policy for;

the acquisition and improvement of school facilities and;

the provision of printed and non-print materials in each area of specialization,

so that inclusion of rigid hands on program on production and marketing of competitive products and services can be carried out..

7. Intensive linkages and networking with the different external stakeholders such as;

LGUs, business establishments, people’s organization, and; non-government agencies must

be strengthened.

8. Similar studies shall be conducted in the division or regional level in order to see the problem in a wider scope.

Thank you!!!

Thank you!!!

Thank you!!!

Thank you!!!