1

READINESS OF SELECTED GRADE 11 STUDENTS IN CHOOSING TVL

TRACK: INPUT TO THE DEVELOPMENT OF MID-LEVEL
ENTREPRENEURIAL SKILLS

A Thesis
Presented to the
Faculty of Graduate Studies and Applied Research

LAGUNA STATE POLYTECHNIC UNIVERSITY

San Pablo City Campus

In partial Fulfillment
Of the Requirements for Degree

MASTER OF ARTS IN EDUCATION

Major in Technology and Home Economics

LAARNI R. VILLAMATER
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ABSTRACT

The study aimed to enhance the level of readiness of selected Grade 11 students in

choosing TVL track. Specifically, it seeks to answer the following questions: (1) What is

the student’s profile in terms of: (a) Age; (b) Gender; (c) Parent’s Educational Attainment;

(d) Parent’s Occupation; (e) Family Income; and (f) NCAE Result (2) What is the

perceived level of readiness of selected Grade 11 students in choosing TVL Track in terms

of: (a) Student Preference; (b) Student Skills; and (c) Specialization (3) What is the

perceived level of learner’s mid-level personal entrepreneurial competencies skills of

respondents in terms of: (a) Achievement; (b) Planning; and (c) Power (4) Is the student’s

profile related to mid-level entrepreneurial skills? (5) Is there a significant relationship

between the level of student’s readiness in choosing TVL and the learner’s mid-level

entrepreneurial skill?

One hundred ninety-six (196) Grade 11 students of TVL Track at Lopez National

Comprehensive High School were used as respondents.

In the course of the study, the salient findings are that there is significant

relationship between the student’s profile and mid-level entrepreneurial skills and between

some of their preferences as for skills and specialization and their mid-level entrepreneurial

skills namely, planning, achievement and power. From the findings of the study, the

hypothesis that their profile is not significantly related to their mid-level entrepreneurial

skills is rejected and the level of student’s readiness in choosing TVL and the learner’s

mid-level entrepreneurial skills is not supported.

Keywords:

Entrepreneurial skills, LSPU, TVL, Mid-Level Skills, SHS-TVL

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Background of the Study

To enter Senior High School, Junior High School completers already have a

decision on which career track they wish to pursue. Choosing a career, however is still a

great problem among our students. It is very difficult to select a career that is suited to the

abilities, needs and interest of the individual and still has reasonable promise of attainment.

Many of our youth who after choosing a career to pursue could hardly reach their goal,

thus, they either drop from the school or shift from one course to another. There are students

who choose a career due to the influence of their parents and peer group only to regret it

later. There are many fit falls in the wrong choice of a career in life. These situations and

circumstances indicate that there is a great need of strong and effective career guidance

program in school. (Bernal, 2015)

To be able to find ways to lessen misfit qualification of graduates to the needed

workforce of companies and institutions, the government, particularly the Department of

Education find ways to elevate the quality of graduates even before reaching the collegiate

(Quijano, 2011). This is one of the reasons why the government implemented the K to 12

program in the educational system (Sec. Bro. Armin Luistro, FSC, 2012)

According to Enhanced K to 12 Basic Education Program (2012), "k to 12" stands

for kindergarten plus 12 years of Elementary and Secondary Education. This Educational

system for Basic and Secondary Education is widely adopted around the world.

According to Department of Education (DEPED) as presented by Armin Luistro

the objective of the program is to be able to produce more productive and responsible

citizens equipped with essential competencies and skills for both life-long learning and
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employment, the two years of Senior High School is intended to provide time for students

to consolidate acquired academic skills and competencies. The curriculum will allow

specialization in Science and Technology, Music and Arts, Agriculture and Fisheries,

Sports, Business and Entrepreneurship. The intention of k to 12 is to enhance Basic

Education curriculum.

DEPED stated that we are now implementing 12 years of basic Education.

Philippines is the last country in Asia and one of only three countries worldwide with a 10-

year pre-university cycle (Angola and Djibouti are the other two). A 12-year program is

found to be the best period for learning under Basic Education. It is also the recognized

standard for students and professionals globally.

Besides this, Senior High School "completes" Basic Education but making sure that

the High School Graduate is equipped for entrepreneurship, or higher education. This is a

step up from the 10-year cycle where High School Graduates still need further Education

(and expenses) to be ready for the world. Senior High School

The two years of senior high school intend to provide time for students to

consolidate acquired academic skills and competencies. The intention of k to 12 is not

merely to add two years of schooling but more importantly to enhance the basic education

curriculum. The curriculum specializes in Science and Technology, Agriculture and

Fisheries, Sport, Business and Entrepreneurship. Lopez National Comprehensive High

School has started implementing Senior High School since the school year 2015-2016 On

the other hand, some Junior High School students have no desire of taking up TVL Track

as their first choice in Senior High School for varied reasons. They do not know the
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opportunities that they could get from choosing one of the strands in TVL track. The

readiness of Input to the Development of Mid-Level Entrepreneurial Skills for career

enhancement program, there are lots of opportunities and skills that they can eventually

use in their future career. Many schools have come to realize that student’s decisions are

the heart of educational process and that without good performance, all innovations in

education are doomed to fail. There is a wide dissatisfaction with the current situation of

schooling in many institutions and parents come in for the share of the blame. This is

because majority of the parents involve their children in domestic work.

Related Literature
The academic year 2016-2017 is a big turning point in the Philippine Education

system since a vast makeover will happen. The new curriculum which is known as K to 12

Enhanced Basic Education Curriculum, under the newly signed K to 12 Basic Education

Program Law Senior High School (SHS) will officially be implemented nationwide with

Grade 11 in SY 2016-2017 and Grade 12 SY 2017-2018. The additional 2 years Senior

High School is a specialized upper-secondary education composed of a common Core

Curriculum and Tracks. These 8 core curricula or learning areas that include Language,

Humanities, Communication, Mathematics, Philosophy, Science, Social Science, and

Physical Education and Health and 4 tracks which include (1) Academic, (2) Technical-

Vocational-Livelihood, and (3)Sports and Arts (4) General Education or Liberal Arts.

Each track will have strands, which also known as specializations within a track.

An evaluation of the impact of entrepreneurial characteristics on the performance

of small scale manufacturing industries in Nigeria by Adegbite, Ilori, Irefin, & Abereijo,

& Aderemi, (2006) identified the entrepreneurial characteristics and the factors that
 6

influenced optimum business performance of 100 randomly selected small-scale

manufacturing industries engaged in food and beverage; textile and wearing apparel; wood

and wood products; chemical and pharmaceuticals; and fabricated metal products. The

results showed that human resource factors and the sales revenue were found to be

inadequate and severely inhibited the potential of the entrepreneurs for performance and

growth. However, length of years in business and working experience were found to have

positive contribution on their performance. While majority (7) of the 10 Personal

Entrepreneurial Characteristics (PEC) of the respondents made negative contribution on

the sales revenue, only demand for efficiency and product quality, information seeking;

and systematic planning and monitoring had positive impact. The study concluded that the

negative attributes exhibited by the respondents in most of the PECs were critical factors

in the dismal performance of the small-scale manufacturing industries, which need to be

developed in the entrepreneurs through training.

Entrepreneurship education and enterprise experience can affect characteristics

commonly associated with entrepreneurs among intermediate level students. Students with

training in entrepreneurship have greater overall entrepreneurial characteristics, higher

achievement motivation, more personal control, and greater self-esteem than a comparable

cohort. Students who participate in enterprise activities have greater overall entrepreneurial

characteristics, more personal control, greater self-esteem and more innovation than a

comparable cohort (Rasheed, 2001; Sabarre, 2013).

Bermas (2006) conducted a study on historical memoirs of tech-voc. The creation

of technical-vocational schools through legislative fiat, sometime, 1950’s to 1980’s was

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phenomenal. Record shows that there were more than 300 technical-vocational schools

first established offering agriculture, arts, and trades and fisheries curriculum.

Labrador (2008) pointed out that the Department of Education on top of its agenda

because education means learning the three R’s in the classroom and learning the basic

skills for employment. Technical and vocational skills help the high school graduates find

gainful employment whether or not they get the college diploma. The student’s skills will

give them the competitive advantage to become viable in the cut throat employment market

place and to compete for world class skills recognition. He cited also that the Filipino, as

worker, is hardworking, patient, and quick to learn. This applies not only to manual labor

but also in the knowledge industries.

Stakeholders’ engagement and partnership include engagement with business,

alumni, professional bodies, and entrepreneurs (Gibb, 2012). The entrepreneurial role of a

university relates to finding innovative strategies to contribute to social, cultural, and

community development by focusing on the strength of its relationship with former alumni,

and linking graduates with local businesses (Gibb, 2012). Collaboration with universities

seems more likely in sectors where technology is developing fast (Bekkers & Bodas

Freitas, 2008). University engagement with disadvantaged communities can include

outreach education, a general institutional commitment, and student recruitment from

disadvantaged groups, voluntary work, student projects, and experience (Gibb & Haskins,

2014). Building relationships with small businesses demand closer university ties with the

local community and local development agencies (Gibb & Haskins, 2014). Small

businesses have a shortage of skills (know-how), technology and a collective support

system (Oosthuizen et al., 2014). An institution can advance and improve itself by enabling
 8

stakeholders to play a key role in order to effect change (Gallo, 2012). Universities can

offer students and local communities’ greater ownership of learning (Gibb & Haskins,

2014).

Major Findings

Correlation Between Students’ Profile and Their Mid-Level Entrepreneurial Skills

Mid-Level Entrepreneurial Skills

Planning
Achievement Power
Systematic
Information Persuasion
Persistence Commitment Planning &
Student's Profile Seeking & Networking
Monitoring
Gender .198**

Father's Educational
Attainment -.147* -.150*

Family Income -.161* -.150*

N=196, r- value is significant at ** p<.01; * p<.05

The Table reveals that the students’ entrepreneurial skills in terms of opportunity

seeking, demand for quality efficiency, risk taking, goal setting and self-confidence are not

significantly related to their profile when tested at p<.01 and p<.05. On the other hand,

other skills are found to be related to some of the students’ factors.

Their persistence is significantly related to their gender (r = .198), commitment to

their work contract as well as persuasion and networking, both to their family income (r

=.161) and (r = -.150) respectively. It may be inferred that since either sex is observed to

be more patient and some students may bear a number of hardships or difficulties in their

life, they may continue striving to attain their goals against all odds or adversities. They

may be so since they are optimistic that eventually they may attain success in life. Also,
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their affordability may make them work hard since they are determined to complete their

task to beat deadlines and keep their promises and have the best out of their efforts.

Furthermore, their father’s educational attainment has been found to have

influences on their planning skills particularly information seeking (r = -147) and

systematic planning and monitoring (r = -.150). The students strive hard to know something

about their work; thus, this may enable them to complete their tasks as set. Moreover, the

students may have tried to see all facts about their work and look forward to effective

solutions to problems that they may encounter.

The family income has connections with their Commitment, persuasion and

networking as seen on the correlation table. Students social position can play a vital role in

their commitment to excellence and success, furthermore, it has the greatest impact on the

development of the midlevel - entrepreneurial skills of students. Moreover, economic status

can be significantly related to students’ self-esteem, students whose poorer than the others

were more vulnerable to the negative effects of academic performance and competencies.

According to Graetz (1995), one’s educational success depends very strongly on

social economic status of the parents. Considine and Zappala (2002) argue that families

where the parents are advantaged socially, educationally and economically foster a high

level of achievement in their children. The researcher agrees with Considine and Zappala

(2002) because students from high social economic backgrounds are well exposed to

scholastic materials which aid their intelligence.

The results in this study is parallel contradictory to the study of Pabitor (2007)

which stated personal interest, abilities and values are the most influential factors in

choosing occupation by the participants.

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Correlation Between the Level of Student’s Readiness in Choosing TVL and the Mid-
level Entrepreneurial Skills

Mid-Level Entrepreneurial Skills

Achievement Planning Power
Demand
Infor
for Persuasion
Student's matio Self-
Persist Quality Risk Goal &
n Confide
Preference ence & Taking Setting
Seekin
Networkin
nce
Efficienc g
g
y
Mean
Preference .164* -.160*

Student's
Skills

Agri-Fishery
Arts -.147*

Student's
Specialization

Bread &
Pastry
Production .191**

Computer
System

Servicing -.143* -.144* -.145*

Food &
Beverage
Services .172* .214**

Landscape
Maintenance
& Installation -.161* -.154* -.169*

N=196, r -value is significant at ** p<.01; * p<.05

It was found out that the student’s preference in choosing SHS track has significant

relationship in terms of information seeking with r=.164 and persuasion and networking

with the level of r=-.160 respectively with their entrepreneurial skills. This is in connection

with the study by Labrador (2008) which pointed out that the Department of Education has
 11

on top of its agenda because education means learning the three R’s in the classroom and

learning the basic skills for employment. Technical and vocational skills help the high

school graduates find gainful employment whether or not they get the college diploma.

When it comes to student’s perceived skills, it has a significant relationship in the

competency persuasion and networking (r = 0.147). Being a good entrepreneur means

being able to effectively convince an investor that you have a great idea, persuade partners

that your approach is right, and convince potential customers that the solution is right for

them. If all these ideas are intuitively obvious to everyone, this learner probably aren’t

thinking outside the box. The process and tactics involved in winning over others has been

studied extensively by Howard Gardner.

In terms of student’s specialization by strand, it expressed that in the achievement,

power and planning components of entrepreneurship skills, have great significance in their

readiness.

Conclusion

From the findings of the study, the following conclusions are the following:

1. The hypothesis that their profile is not significantly related to their mid-

level entrepreneurial skills is not sustained.

2. The hypothesis that there is no significant relationship between the level

of student’s readiness in choosing TVL and the learner’s mid-level

entrepreneurial skills is not sustained.

Recommendations

1. Senior high school teachers may strengthen student’s personal stand to

boost their personality and mid-level skills.

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2. SHS teachers may deepen the pedagogy of the Applied Subject -

Entrepreneurship especially in the TVL track to lessen unemployment

and dropout ratio in HEI, at the same time would develop opportunities

as they from their mid-level skills to entrepreneurship.

3. Teachers may focus and hit on these competencies to strengthen

students’ mid-level entrepreneurial skills.

4. Senior high school teachers may give reinforcement activities which

will support their mid-level entrepreneurial skills.

5. These skills learned in different specializations may be used in building

their mid-level entrepreneurial skills.

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