The University of Manila

M.V. Delos Santos St., Sampaloc, Manila

A Research Journal Presented To
The Faculty of Education
In partial Fulfillment of
The Requirements for the Degree of
Bachelor of Science in Secondary Education
Submitted by:
Adona, Michael Angelo C.

Submitted to:
Dr. Lourdes D. Sabile
September 2015

MOTTO:
To acquire knowledge, skills and values for the benefit of mankind
MISSION:
ACE To accomplish something with complete success.
A - Anchor the hearts of the youth the love of country, science and
virtue.
C Create an atmosphere of academic excellence and competence.
E Empower the youth with modern scientific technological skills in
braving the challenges of the global society.
VISION:
To impart to the future generations the University of Manila trilogy of
ideals, love of county, love of science and love virtue, in making the
lives of others better, brighter, lighter and more livable by making
quality education accessible to all.

U.M. FOREVER

U.M! Oh, U.M forever

Alma mater, dear we hail!
Well always wave your banner
With the glorious U.M so dear
As faithful sons, of dear U.M
We will honor you forever,
Well cheer for you
Always love you
Onward U.M ever hail!
(REPEAT)

ACKNOWLEDGEMENT

ABSTRACT
Globalization has created a new world order for doing business. New information and
Communication technologies have dramatically changed the way we live, learn, and work, and
even think about work. The synergy of combining globalization with new technology has had
dramatic economic and social impacts. It has created new opportunities as well as new
challenges and uncertainty. Many workers have been dislocated, while a significant number of
young people are structurally unemployed or underemployed. Skills polarization between socalled mind or knowledge workers and unskilled-low-knowledge workers has widened the gap in
income inequalities. Youth, women, and older workers are the groups most affected. While these
changes have brought about considerable challenges to TVET, they have created new
opportunities for change and innovation. In the past the status and condition of vocational
education did not match the importance of its potential contribution to society. However, in this
new environment where human capital has become the most critical element in achieving a
competitive advantage, TVET can now aim to reach its full potential.
TESDA embraced E Training to suffice the needs of Students, out-of-school youths,
unemployed adults, workers, professionals, overseas Filipino workers who would like to take
TESDA Online Courses at their own pace and at their own time at the comfort of their desktops
or laptop computers. Information and Communication Technologies drives the new economy and
human capital is its fuel. In this study, Researchers will specifically state how TESDA Online
Program incorporated with ICT, Increase the reach & impact of TVET. In fact, the ICT
revolution makes knowledge a competitive resource. In this economic era, economic prosperity
depends on brains rather than brawn and value is created by employing knowledge workers and
continuous learning.

INTRODUCTION

The Technical Education and Skills Development Authority (TESDA) was established
through the enactment of Republic Act No. 7796 otherwise known as the Technical Education
and Skills Development Act of 1994, which was signed into law by former President Fidel V.
Ramos on August 25,1994. This Act aims to encourage the full participation of and mobilize the
industry, labor, local government units and technical-vocational institutions in the skills
development of countrys human resources.
TESDA Online Courses is the latest free service (no tuition fee training) that the
institution is offering to Filipino Citizens for this year 2015. With the help of internet this
program will make the skills development and technical education a lot more accessible to
aspirants. This program would cater to fellow Filipinos who would like to enhance their skills
and knowledge technically whether professionals, laborers, unemployed, out of school youths,
students, and even those who work overseas (OFWs) that wanted to have their skills upgraded.
In the Philippines, the slow moving transfer of latest information about computers,
software and hardware is still on its baby stage, meaning there is still a big space to fill in order
develop a lot of skill labor. Technical Education and Skills Development Authority (TESDA)
helps make it happen by putting up with the demand for coming up with cheap labor through
high school graduates who do not have money to continue studying but have the inkling interest
to be included in the online scholarship program being offered to bonafide and qualified students
willing to train and finish TESDA course.

STATEMENT OF THE PROBLEM

The study aimed to determine how Technical and Vocational Education and Training
Program (TVET) of Technical Education and Skills Development Authority (TESDA) become
more accessible, increase its quality and improve learning process through the use of Information
Communications Technology (ICT) by their new program TESDA Online Program (TOP).
Further, this study also sought to answer how online learning can be successful and sustained.
Researchers also aimed to know how many Filipinos are enrolled in TESDA online courses both
locally and international (OFW enrollees). Researchers also aimed to know which online courses
offered by TESDA online program get the highest demand.
Specifically, the study sought to answer following questions;
a. What is the current trend in TESDA in line with the Philippine Education?
b. What are the challenges encountered in this current trend?
c. What are the recommendations to overcome results in education?

MATERIALS AND METHODS

Researchers used Review Articles type of a research. Where review articles quite simply
are a summary, or information gathered on a single research topic from a variety of sources. The
review article will often sum-up and evaluate the collected information to form or back-up a
given theory and/or argument. The relative validity or strength of a review article depends
largely on the amount of data gathered beforehand. Review Articles do analyzing and evaluating
current research or investigations related to a specific topic, field, or problem. They are not
primary sources since they review previously published material. They can be helpful for
identifying potentially good primary sources, but they aren't primary themselves. We,
Researchers are Secondary Sources only in doing review article type of research that is based on
primary resources which analyze, evaluate, and interpret primary resources.
Researches used different sites for references as our materials in doing this research.
These sites contain information that will support the primary source of our research.

RESULTS AND DISCUSSION

TESDA ONLINE PROGRAM ENHANCES THE QUALITY AND ACCESSIBILITY OF

EDUCATION THROUGH INFORMATION COMMUNICATION TECHNOLOGY

I.

ICT enhancing the quality and accessibility of Technical and Vocational Education
Through adapting the Information Communication Technology to Technical and

Vocational Education and Training Program (TVET). Researchers found out that ICT increases
the flexibility of delivery of education so that learners can access knowledge about Technical and
Vocational Education anytime and from anywhere through using internet. ICT influences the way
students are taught and how they learn as now the processes are learner driven and not by
teachers. This in turn would better prepare the learners for lifelong learning as well as to improve
the quality of learning. Students are starting to appreciate the capability to undertake education
anywhere, anytime and anyplace.
One of the most vital contributions of ICT in the field of education is- Easy Access to
Learning. With the help of ICT, students engaging online students can now browse through ebooks, sample examination papers, previous year papers etc. and can also have an easy access to
resource persons, mentors, experts, researchers, professionals, and peers-all over the world. This
flexibility has heightened the availability of just-in-time learning and provided learning
opportunities for many more learners who previously were constrained by other commitments.
Wider availability of best practices and best course material in education, which can be shared by
means of ICT, can foster better teaching. ICT also allows the academic institutions to reach
disadvantaged groups and new international educational markets. As well as learning at any time,
teachers are also finding the capabilities of teaching at any time to be opportunistic and able to
be used to advantage.

Mobile technologies and seamless communications technologies support 24x7 teaching and
learning. Choosing how much time will be used within the 24x7 envelope and what periods of
time are challenges that will face the educators of the future. Thus, ICT enabled education will
ultimately lead to the democratization of education.
ICT can be used to remove communication barriers such as that of space and time ICTs
also allow for the creation of digital resources like digital libraries where the students, teachers
and professionals can access research material and course material from any place at any time.
Such facilities allow the networking of academics and researchers and hence sharing of scholarly
Material. This avoids duplication of work. ICT eliminating time barriers in education for learners
as well as teacher. It eliminates geographical barriers as learners can log on from any place. ICT
provides new educational approaches. It can provide speedy dissemination of education to target
disadvantaged groups. ICT enhances the international dimension of educational services. It can
also be used for non-formal education like health campaigns and literacy campaigns. Use of ICT
in education develops higher order skills such as collaborating across time and place and solving
complex real world problems. It improves the perception and understanding of the world of the
student. Thus, ICT can be used to prepare the workforce for the information society and the new
global economy. State that the experience of many teachers, who are early innovators, is that the
use of ICT is motivating for the students as well as for the teachers themselves

II.

ICT enhancing teaching and learning process of Technical and Vocational Education

The field of education has been affected by ICTs, which have undoubtedly affected
teaching, learning and research. ICTs have the potential to accelerate, enrich, and deepen skills,
to motivate and engage TESDA students, to help relate school experience to work practices,
create economic viability for tomorrow's workers, as well as strengthening teaching and helping
schools change. In a rapidly changing world, basic education is essential for an individual be
able to access and apply information.
According to Cabero (2001), "the flexibilization time-space accounted for by the
integration of ICT into teaching and learning processes contributes to increase the interaction and
reception of information. Such possibilities suggest changes in the communication models and
the teaching and learning methods used by teachers, giving way to new scenarios which favors
both individual and collaborative learning. The use of ICT in educational settings, by itself acts
as a catalyst for change in this domain. ICTs by their very nature are tools that encourage and
support independent learning. Students using ICTs for learning purposes become immersed in
the process of learning and as more and more students use computers as information sources and
cognitive, the influence of the technology on supporting how students learn will continue to
increase. In the past, the conventional process of teaching has revolved around teachers planning
and leading students through a series of 4 instructional sequences to achieve a desired learning
outcome. Typically these forms of teaching have revolved around the planned transmission of a
body of knowledge followed by some forms of interaction with the content as a means to
consolidate the knowledge acquisition.
Teachers generate meaningful and engaging learning experiences for their students,
strategically using ICT to enhance learning. Students enjoy learning, and the independent
enquiry which innovative and appropriate use of ICT can foster. They begin to acquire the
important 21st century skills which they will need in their future lives.
HOW TESDA ONLINE PROGRAM CAN BE SUCCESSFUL AND SUSTAINED

I.

The New Digital Divide

In education, the digital divide is most commonly defined as the gap between those
students who have, do not have, and know how to use the internet and the information
technologies that are currently transforming education Due to the affordability of many
information technologies today the current meaning of digital divide is changing from having
access, to knowing how to use the technologies In this way the digital divide still acts as a
challenge for education and more specifically e-learning environments. In education the digital
divide has, most recently, become more about closing the gap between using the resources
appropriately to obtain quality educational outcomes than not having access to the technology.
The quality of learning outcomes, and more importantly the successful use of the expected
technology resources, all hinge on the amount of experience and comfort level each learner has
with these specific resource technologies.
One solution to this challenge to have a successful online learning is for the instructor to
implement a learning environment that encourages collaboration. Providing learners with the
opportunity to collaborate, share, and create will increase the learners use of various
technologies, enhance their e-learning experience, and support self-directed and ongoing
learning. During this time the instructor must consider the learners technological
incompetences and accept various ability levels; willing to allow learners choice with the
expected performance objectives given it results in the appropriate learning outcomes. The
learner should ask questions, seek additional information from credible sources, reflect often,
and interact with other learners in academic discourse related to the online learning objectives.
Having an online community where learners can collaborate in a safe and respected learning
environment will help close the gap of the new digital divide, and in doing so helps to create a
culture of digital natives conducive to effective e-learning

II.

Student Motivation

Student motivation can only truly happen intrinsically, creating the right online
environment where students want to learn and feel successful is the primary the responsibility of
the instructor or course designer. According to Martin, in todays online environments there is a
lack of teacher presence, face-to-face (f2f) interaction, and tech support. The most well planned
and explicitly laid out online instructional environment is not enough to sustain learner interest
or support intrinsic motivation. On the other hand learners new to an online learning
environment typically lack the level of metacognition awareness, time management skills, and
self-directed learning needed to be successful
To promote student motivation the primary role falls to the teacher to anticipate and
prevent motivational challenges unique to e-learning. One way this can be done is by increasing
face to face interactions through a variety of technological modes. Online learning does not have
to be isolated to merely email communication and web based only classroom interactions.
Learners often have anxiety about learning online and need to feel connected, reassured, and safe
to contribute in their new learning environments. E-learning environments often lack a variety of
communication options creating an unwelcoming online learning atmosphere, which only the
instructor can control. To help alleviate student anxiety e-mentors should provide various and
alternative ways of interacting and communicate through the use of such applications like Skype,
chat forums, or discussion boards.

III.

Course Design of Online Program

Insufficient time spent on course development and design can be a huge contributing
factor to poorly develop online learning experiences and a major challenge for e-learning
instructors. According to Leanna Archambault (2010), the amount of time needed to design and
implement a well design lesson, online, is an important consideration. Archambault indicated
that instructors reported an increase in the amount of time they spent creating e-learning courses
because of new content, new technologies, and new ways of engaging online learners.
One way to overcome the challenge of time developing an online course is for instructors
to collaborate often within their e-learning professional communities. Collaborating with other
instructors should be spent sharing, developing, and creating. This collaboration and discourse
helps minimize the time spent planning and designing. A way to overcome the challenge of a
well-developed overall course design should be addressed with the learner in mind and should
include these overall course characteristics:
(a) Opportunities for learners to collaborate,
(b) A well-established protocol for communicating,
(c) Clear performance expectations, and
(d) Opportunities for learners to choose the mode in which assignments are created and
presented (Hastie et al., 2010). In order for instructors and learners to be successful these
characteristics are essential to the overall course design and e-learning environment.

PERCENTAGE OF INDIVIDUALS USING INTERNET

Internet
Users

Fig. 1 Individuals using the Internet over their desktop computers.

The table in fig.1 shows the percentage of individuals who are using the internet for over
10 years. As we could see in the table, for the past years until now, the sustained number of
individuals in the Philippines using the internet greatly increasing. In line with this table,
Technical Education and Skills Development Authority grasp the opportunity to have an
innovation in educating the people through the use of internet by merging traditional Technical
and Vocational Education and Training and TESDA Online Program. For the year 2009 to 2010,
the table shows a great leap of number of internet users in the Philippines, approximately 16
million Filipinos, used the internet that year.

Fig. 2 Number of people current subscribing for a mobile carrier that used internet.
The table in fig.2 shows the mobile cellular subscriptions in the Philippines for over
10 years. The emergence of mobile phones for the past 10 years is increasing until today. Smart
phones have become prone to internet usage for communication, entertainment and for education
purposes. Technical Education and Skills Development Authority enrich their online learning
program through developing TESDA MOBILE APPLICATION (fig.3). This TESDA mobile
application is free to download over google play store which aims to have an accessible and
portable learning whenever and wherever.

Fig. 3 TESDA Mobile Application

TESDA ONLINE PROGRAM STATISTICS

Fig.4 Number of people who visit the E-TESDA website

The table in fig.4 represents the number of Site Visits, other Unique Visitors and Page
Views. TESDA continues its campaign to spread the word through advertising in internet and the
media made it also possible. A year ago, TESDA websites got 8,203,594 million page views and
it continues today. Site visits and unique visitors

Fig.5 Number of people who visit the E-TESDA website all over the world
The table in fig.5 represents the number of people who visit the E-TESDA website from
different countries.

Fig. 6 Distribution of enrolled users per course

The table in fig. 5 represents the number of registered users locally, the number of
registered users overseas and the distribution of enrolled users per course. Last July 21, 2014,
Technical Education and Skills Development Authority have its Statistics. Out of 1,093,105 site
visits, 240,145 visitors, registered locally and 71,223 overseas. Summing up, 311,368 are the
total number of registered users and it is the 28.48% of 1,093,105 site visitors.

NUMBER OF ENROLLED USERS PER COURSE

20000
18000
16000
14000
12000
10000
8000
6000
4000
2000
0

Fig. 7 Chart shows the number of enrolled users per course

TOTAL number of registered users

240,145

TOTAL number of Enrolled from different courses

Fig. 7.1 Total number of registered users and total number of enrolled from different courses
In fig. 7.1, it shows that not all registered users are enrolled to a certain course. Out of
240,145 registered users, Only 41,953 or 17.46 % enrolled to the courses offered by TESDA
Online Program.
The fig. 7 shows the number of students enrolled from different course. Web
Development using HTML5 and CSS3 ranks 1st for the most in demand course, having 9,790 or
23.33% of 41,953 enrollees. It follows by the Computer Hardware Servicing, having 8,352 or
19.90% of 41,953 enrollees. Basic Computer Operating course ranks 3rd for one of the most in
demand course having 7100 or 16.92% of 41,953 students. Among the 15 online courses offered
by TESDA, The most in demand course in their program are in line with Computer courses
which garnered 60.15% or 25,654.25 out of 41,953 enrollees.