APPROVED RESEARCH TITLE: Factors Affecting the Choice of TLE Specialization of Grade

9 Learners
NAME OF STUDENT RESEARCHER: Nica Ritual Supremo
INSTRUCTION:
1. Search and download 10 related literatures.
2. Breakdown the collected literature using the given matrix below.
____________________________________________________________________________________
FACTORS AFFECTING THE INCOMING SELECTED GRADE 9 STUDENTS INCHOOSING A MINI COURSE TO
SPECIALIZE IN TECHNOLOGY ANDLIVELIHOOD EDUCATION OF THE K TO 12 PROGRAMS
Statement of the Problem
This research aims to determine the factors affecting the incoming selected Grade
9students in choosing a mini course to specialize in Technology and Livelihood
Education (TLE)subject of the K to 12 Curriculum. Specifically, it seeks answers to
the following questions:
1.What is the profile of the incoming Grade 9 students in terms of:
1.1 age;
1.2 sex; and
1.3 Grades in TLE (during Grade 8) and;
1.4 Mini-course would like to specialize?
2. What factors affecting the incoming Grade 9 students in choosing a mini course to
specialize Technology and Livelihood Education (TLE) with respect to the following:
2.1 interest;
2.2 finances;
2.3 peers/friends;
2.4 knowledge and skills; and
2.5 facilities and learning resources available for the specialization course?
3. Is there a significant relationship between the profile and the perceptions of the
incoming Grade 9 students in choosing a mini course or specialization course in TLE
subject?
Significance of the Study
Knowing that Technology and Livelihood Education (TLE) is both an academic and skill
subject and believing that students should have proper decision making in choosing a
mini course to specialize in the higher grade level, because their decision will
eventually influence their career path, especially those students will take trade
courses like what the TLE subject offered, this research is very significant.
METHODOLOGY
This chapter presents the methods of the study. In particular, it focuses on the
researchdesign, the research locale, the population and sample technique, data
gathering instruments, datagathering procedure and statistical treatment of the data.
It further shows how the analysis was carried out to meet the various objectives and
testing the set hypotheses.
SOCIO-DEMOGRAPHIC CHARACTERISTICS AND INTERESTS OF GRADE 9STUDENTS IN CHOOSING TLE
SPECIALIZATIONS
Statement of the Problem
By considering all the possible variables in the life of public high school students
this study would try to: a. Identify which among the socio-demographic
characteristics affects most the student’s choice of specialization. Determine the
relationship between socio-demographic characteristics and choice of Specialization
of Grade 9 TLE students.
Significance of the Study
Since student’s population in St. Tomas Batangas is fast growing, with a ballooning
science and industrial park in the proximity, this study would be a great help in
determining the impact of Socio-Demographic characteristics in choosing Grade 9 TLE
specialization
Research Methodology
This chapter showed the research work that has been done. Through this part the
researcher discussed the Research Design, the method that has been applied, the
respondents and the data gathering procedures.

FACTORS AFFECTING THE SELECTION OF TRACK, STRAND AND SPECIALIZATION OF GRADE 10

SUDENTS OF PUBLIC SCHOOLS OF THE DIVISION OF TUGUEGARAO CITY SY 2019-2020: BASIS FOR
DESIGNING A FUNCTIONAL CAREER GUIDANCE PROGRAM
Research Questions
This study analyzed the factors affecting the choice of track, strand, and
specialization of enrolled Grade 10 public high school students of the Division of
Tuguegarao City of school year 2019-2020. It also identified the preferred tracks,
strands and specializations of the grade 10 students and activities useful in career
planning. The result of the study was the basis in designing a functional career
guidance program of the school.
1. What is the preferred public school in the Senior High School of the Grade10
students enrolled in the Six (6) Public High Schools in the Division of Tuguegarao
City?
2. What is the preferred private school in the Senior High School of the Grade 10
students enrolled in the Six (6) Public High Schools in the Division of Tuguegarao
City?
3. What are the preferences of the respondents in terms of:
3.1 Tracks
3.2 Strand
3.3. Specialization
4. What are the ranked factors affecting their choice of Tracks, Strands and
Specializations?
5. What school activities were perceived by the respondents as useful in career
planning?
6. What are the perceived factors affecting the choice of Tracks, Strands and
Specializations of the respondents?
7. Is there a dependence between the preferred track, strand, and specialization
of the respondents and their school of origin?8. Based on the results of the study,
what career guidance program could be implemented to help students in career decision
making?

Research Methodology
Sampling For this study, stratified proportional random sampling was used. A simple
survey questionnaire was administered to the respondents in order to identify their
preferred tracks, strands and specializations. The questionnaire likewise assessed
the factors affecting their choice. To get the final number of respondents, the
Slovin’s formula was used with 5% margin of error.
References
Department of Education Order No. 55. (2016).Policy Guidelines on the National
Assessment of Learner Learning for the K to 12 Basic Education Program.
Retrieved September 22, 2019 from
https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_55-3.pdf
Department of Education. (2016). K to 12 Curriculum Guide ENGLISH (Grade 1 to Grade
10).
Retrieved September 24, 2019 from
https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf

Escudero, F. G. (2016).
An Act Creating a National Career Assessment Examination to Institutionalize
a Career Direction Program for Secondary Graduates, Defining, Its Scope and
Functions and for Other Purposes Seventeenth Congress of the Republic of
the Philippines, First Regular Session, Senate S.B. No. 790. Retrieved on
September 22, 2019 fromhttps://www.senate.gov.ph/lis/bill_res.aspx?
congress=17&q=SBN-790
Ferrer, F. P., & Cruz, R. J. D. (2017). Correlation of stem students’ performance
in
the national career assessment examination and academic subjects.
People: International Journal of Social Sciences, 3(1). Retrieved on September
18,2019 from https://grdspublishing.org/index.php/people/article/view/432

Ferrer, F. P., & Cruz, R. J. D. (2017). Correlation of stem students’ performance in

the national career assessment examination and academic subjects. People:
International Journal of Social Sciences, 3(1). Retrieved on September 18,2019
from https://grdspublishing.org/index.php/people/article/view/432

Fried, M.N., Amit, M. A. (2005). Spiral Task as a Model for In-service Teacher
Education. J Math Teacher Educ 8, 419 - 436. Retrieved on September 18,
2019 from https://doi.org/10.1007/s10857-005-3850-9

FACTORS INFLUENCING SENIOR HIGH SCHOOL STUDENTS IN CHOOSING SPECIALIZATION

Research Questions
1. What do students feel when they chose the wrong specialization that doesn't suit
them?
2. If a student is having a hard time deciding on one of the two specializations,
what should students consider to choose the final and right track for them?
3. Are students aware of the opportunities surrounding their careers?
Significance of the study
This research contributes to a variety of relevant and credible research resources on
the different factors that influence students in their choice of specialization, it
can benefit the following: Guidance Counselors, students and parents.
Methodology
In the conduct of this study, we will observe the processes of qualitative research.
These include research design, study participants, and data sampling
PERCEIVE INTEREST IN CHOOSING MINI COURSES IN TLE FOR INCOMING GRADE 9 STUDENTS BASED
FROM K TO 12 PROGRAMS FOR SCHOOL YEAR 2012-2013
Statement of the Problem
This study aims to determine the interest in chosen mini courses of Grade9 students.
Specifically, the study seeks to answer the following questions.
1. What is the profile of respondents in terms of:
Age,
Sex,
Year and Section and Curriculum for Students?
2. What is the interest of the Grade 8 students of the mini courses in TLE?
3. What are the available resources in your school?
Significance of the Study
The study would help answer the queries of the students regarding on:How the Grade 8
students choose mini courses in Technology and Livelihood Education based on their
interest? Can the Grade 8 students will help a lot with-their interest in for their
future living?
FACTORS AFFECTING SELECTION OF SPECIALIZATION BY BUSINESS GRADUATES

Statement of the Problem

1. Determine the profile of the respondents in terms of:
a. age
b. sex
c. family income
d. type of high school graduated from
e, course preference
2. Determine the profile of the teachers in terms of:
a. educational qualification
b. years in teaching TLE subjects,
c. number of relevant pieces of training/seminars attended
d. number if relevant national certifications acquired
e. frequency of use of strategies in teaching TLE
3. Find out the level of motivations of the TLE students.
4. Find out the level of attitude of the students towards TLE.
5. Determine the performance of the students in TLE subjects.
6. Determine whether there is a significant relationship between the profile of the
teachers and students’ motivations and attitude towards TLE subjects.
7. Determine whether there is a significant relationship between the motivations and
attitude of the students.
8. Determine whether there is a significant relationship between the profile for the
students and teachers and students’ performance in TLE subjects.
9. Determine whether there is a significant relationship between motivations and
attitude of the students and performance in TLE subjects.
10. Determine whether there is a significant difference in motivations between
students who had TLE as their choice and those who were influenced by other people.
11. Derive implications of the study for curriculum development.
RESEARCH METHODOLOGY
The purpose of the study is to investigate different factors that influence the
selection of area of specialization made by business students with the aim to
ascertain and explore that why a student choose a particular specialization and which
factors influenced him/her regarding this decision. This study can be considered as
descriptive and co-relational research because we are interested in identifying
important factors and variables associated with the problem. Considering the time
dimension, it was a cross sectional study as the survey was not supposed to be
repeated at any other time.
REFERENCES
Beggs, J.M., J.H. Bantham, and S. Taylor, Distinguishing the factor's influencing
college student's choice of major. College Student Journal, 2008: p. 381-394.
Galotti, S., Problem-solving style of accounting students: Are expectations of
innovation reasonable? Journal of Accounting Education, 1999: p. 268-281.
Jensen, E.J. and A.L. Owen, Why women are such reluctant economists? Evidence from
liberal art colleges. American Economic Review, 2000: p. 466- 470.
Perez, P.A., College choice process of Latino undocumented students: Implications for
recruitment and retention. Journal of College Admission, 2010: p. 21-25.
Downey, J.P., R. McGaughey, and D. Roach, Attitudes and influences toward choosing a
business major: A case of information systems. Journal of Information Technology
Education, 2011: p. 231- 249.
Facilitating Learning and Academic Performance of Students in TLE under K to 12
Curriculum

Statement of the Problem

The study determined the facilitating learning and academic performance of
students in TLE Subject under the K to 12 Curriculum, answered the following
questions: First, what extent do respondents facilitate learning in TLE
Subject under the K to 12 Curriculum in terms of technical skills, assessment
of learning, stakeholder linkages, classroom management, and recording and
interpreting learning outcomes? Second, at what level the academic performance
in TLE in terms of written performance, work performance, and quarterly
examination? Third, is there a significant difference among the ratings in
facilitating learning and in the academic performance of students in TLE?
Fourth, is there a significant relationship between the facilitating learning
and academic of students in TLE subject?
Significance of the Study
The study contributed knowledge in Technology and livelihood Education which
redound to benefit the following individuals or groups:  School Principals,
Technology and Livelihood Teachers, Technology and Livelihood Students,
Parents, Researchers.
Methodology
The chapter introduces the concepts and mechanics in answering the problems of
the study. It covers the research design, environment, respondents,
instrument, and data analysis.
REFERENCES
Alimi,O. et.al (2012). International Education Studies
http://urlshortener.co/1pJ4
Atkins, M. (2012) Assessment of Learning for Higher Education
http://urlshortener.co/1pJ3
Azubuike, O. (2011) Journal of Educational and Social Research Vol. 1,
Influential Factors Affecting the Attitude of Students Towards
Vocational/Technical Subjects in Secondary Schools in Southeastern Nigeria
http:// www.sciepub.com/reference/85798
Bell, M. (2011). Define Academic Performance
http://www.ehow.com/about_5082305_definitionacademic-research-writing.html
Black, P and William, D. (2012). Assessment and Learning Second Edition
http://urlshortener.co/1pJ2

TECHNICAL SKILLS AND THE ACADEMIC PERFORMANCE OF GRADE 9 TECHNOLOGY AND

LIVELIHOOD EDUCATION STUDENTS: A BASIS FOR PLACEMENT PLAN
Research Problem
This research determined the Technical Skills and the Academic Performance of
Grade 9
TLE Students as a Basis for a Placement Plan. Specifically, it tried to find
the answers to the
following questions:
1. How may the academic performance of the respondents be described?
2. How may the interest of the following group of respondents in Tech-Voc and
Academic strands be described?
2.1 Agriculture;
2.2 Cookery;
2.3 Shielded Metal Arc Welding; and
2.4 Information and Communication Technology?
3. How may the technical skills of the following group of respondents be
described?
3.1 Agriculture.
3.2 Cookery.
3.3 Shielded Metal Arc Welding; and
3.4 Information and Communication Technology?
4. Is there any relationship between the technical skills of each group and
their interest in different Tech-Voc and Academic Strands?
5. Is there any relationship between the technical skills of each group and
their academic performance?
6. What is the implication of the findings of the study to the placement of
the students in Grade 9 specialization?
RESULTS AND DISCUSSIONS
1. Academic Performance of the Respondents
Table 1 shows the frequency distribution and percentage of the academic
performance of the respondents in terms of their average grades during the
first and second quarters.
The table shows that 44 (18.3%) of the respondents got an average grade of 90-
94 for the first and second grading periods, followed by 112 (46.7%) or most
of the respondents who got 85- 89, while 71 (29.6%) got 80-84, then 13 (5.4%)
got 75-79.
The mean average grade of the respondents was 85.675 which showed that the
respondents have an average academic performance during the first and second
grading periods. However, the standard deviation showed a value of 3.726
which means that the average grade of the students in first and second
grading periods varies from each other.
2. Interest of the Respondents in Tech-Voc and Academic Strands
Table 2 shows the mean and standard deviation of the interest of the
respondents under the specialization of Agriculture in different Tech-Voc and
Academic strands. As shown on the table, the mean interest of the respondents
in Agriculture was 2.35 (moderate) with a standard deviation of 0.840, 2.30
(moderate) with a standard deviation of 0.889 in Cookery, 2.22 (low) with a
standard deviation of 1.106 in SMAW, 2.48 (low) with a standard deviation of
1.255 in ICT, 2.25 (low) with a standard deviation of 1.202 in ABM, 2.78
(moderate) with a standard deviation of 1.379 in HUMSS, 4.15 (high) with a
standard deviation of 0.481 in GAS and 2.78 (moderate) with a standard
deviation of 1.415 in STEM.
This showed that the respondents under the specialization of Agriculture had a
high interest in GAS and were more likely to pursue GAS in Senior High School.
On the other hand, the respondents had the lowest interest and would perhaps
not get SMAW in Senior High School. As expected, the respondents’ interest
would not be in SMAW, ICT, and ABM in as much that they were pursuing
agriculture. However, it is interesting to note that the respondents taking a
specialization in agriculture were only moderately interested in the subject
they were specialized in, which implies that they like cookery, HUMSS, and
STEM. They may not be enjoying the tasks associated with the said
specialization areas the way they would tend to enjoy activities associated
with GAS. As interest in any activity is believed to influence the academic
one experiences in doing the activity, it could happen that the motivation of
the respondents in pursuing activities in their agriculture lesson. May tend
to be not as intense as their motivation in performing tasks in GAS.
Furthermore, the result implies that as GAS pertains to General Academic
Strand, the respondents may have not yet decided on what specific course to
pursue or that they may tend to just go with the flow or just get any course
and enroll in any track most popular or most practical in their senior years.
Whatever it would be, they will most likely enjoy the activities related to
it.
Table 3 shows the mean and standard deviation of the interest of the
respondents under the specialization of Cookery in different Tech-Voc and
Academic strands. As shown on the table, the mean interest of the respondents
in Agriculture was 1.82 (low) with a standard deviation of 0.792, 2.65
(moderate) with a standard deviation of 1.071 in Cookery, 1.88 (low) with a
standard deviation of 0.940 in SMAW, 1.78 (very low) with a standard deviation
of 0.783 in ICT, 3.05 moderate) with a standard deviation of 0.928 in ABM,
4.53 (very high) with a standard deviation of 0.536 in HUMSS, 2.22 (low) with
a standard deviation of 0.993 in GAS and 2.48 (low) with a standard deviation
of 1.127 in STEM.
This revealed that the respondents under the specialization of Cookery had
very high interest and were most likely to get HUMSS in Senior High School.
Nevertheless, the respondents had very low interest and would most likely not
get ICT in Senior High School.
Table 4 shows the mean and standard deviation of the interest of the
respondents under the specialization of SMAW in different Tech-Voc and
Academic strands. As shown on the table, the mean interest of the respondents
in Agriculture was 1.52 (very low) with a standard deviation of 0.676, 1.48
(very low) with a standard deviation of 0.596 in Cookery, 2.00 (low) with a
standard deviation of 0.803 in SMAW, 1.72 (very low) with a standard deviation
of 0.613 in ICT, 2.03 (low) with a standard deviation of 1.057 in ABM, 2.22
(low) with a standard deviation of 1.091 in HUMSS, 3.33 (moderate) with a
standard deviation of 1.174 in GAS and 2.32 (low) with a standard deviation of
1.142 in STEM.
This illustrated that the respondents under the specialization of SMAW had
moderate interest and were more likely to get GAS in Senior High School.
However, the respondents had the lowest interest and would possibly not get
Cookery in Senior High School.
Table 5 shows the mean and standard deviation of the interest of the
respondents under the specialization of ICT in different Tech-Voc and Academic
strands. As shown on the table, the mean interest of the respondents in
Agriculture was 1.40 (very low) with a standard deviation of 0.558, 2.00 (low)
with a standard deviation of 1.042 in Cookery, 1.55 (very low) with a standard
deviation of 0.675 in SMAW, 2.57 (low) with a standard deviation of 1.184 in
ICT, 3.48 (high) with a standard deviation of 0.965 in ABM, 3.18 (moderate)
with a standard deviation of 1.017 in HUMSS, 3.05 (moderate) with a standard
deviation of 0.946 in GAS and 3.52 (high) with a standard deviation of 1.066
in STEM.
Technical Skill and STEM had an r-value of -0.026 with a p-value of 0.844.
METHODOLOGY
This research used a descriptive correlational research design. This design
was used to find the relationship between students’ technical skills and the
interest level, as well as the relationship between the technical skills and
academic performance of selected Grade 9 TLE students. As defined by Ari Reid
(2015), a correlational research design is a type of non-experimental research
method, in which a researcher measures variables, understands and assesses the
statistical relationship between them with no influence from any extraneous
variable. Correlational research is used to explore the relationships or links
between variables.
The study was conducted at Talavera National High School. The said school
which is inPag-Asa District, Talavera, Nueva Ecija was founded in 1945 through
the efforts of the then Municipal Mayor, Leopoldo D. Diaz. Now it has more
than 180 teachers and is a home for more than 5000 students from Grade 7 to
Grade 10. Most of the graduates of Talavera National High School enroll in
Talavera Senior High School where the researcher is currently teaching.
Teaching in Talavera Senior High School, the researcher had observed that
most of the students in the TVL
track lacked the technical skills needed in the course. This was indeed very
heartbreaking since the students from Talavera National High School have been
taking specialization courses in TVL since Grade 9. It only means that junior
high school graduates who already have a high level of technical skills did
not enroll in the appropriate TVL strand or worst, did not enroll in TVL.
Thus, the conduct of this study was pursued by the researcher.
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