HomePsychology and Education: A Multidisciplinary Journalvol. 10 no. 5 (2023)

Students’ Career Choice in TVL Track And Educational Engagement

Joy Dee Vergara

Discipline: Education

 

Abstract:

Choosing a career track is very important and should be carefully considered as it will have a continuing impact on students’ future career. This study aimed to fill this gap by determining the correlation of student’s preference on TVL track and educational engagement of students and how it affects their career choice.The descriptive method of research was utilized in this study. The primary tool for collecting data was a questionnaire created by the researcher. Respondents were 90 TVL students of Senior High School at Bagbag National High School. Data were tested using different statistical tools such as frequency, percentage, mean, standard deviation, and Pearson R Correlation and Coefficient at a .01 level of significance.The respondents perceived the career choice factors as to educational engagement as moderately influenced. More importantly, it was found that there is a significant relationship between the student’s career choice factors on TVL track and in the educational engagement. This means that the career choice factors serve as contributing factors in the educational engagement of the students.



References:

  1. Abdullah, N. S., Sumarwati, S., & Abd Aziz, M. I. (2020). Life and Career Skills among Technical and Vocational Education and Training (TVET) Students in Vocational Colleges. Online Journal for TVET Practitioners, 5(2), 637-639. https://doi.org/10.30880/ojtp.2020.05.02.003
  2. Abubakr, A. (2017). Students' engagement in relationship to academic performance.Date Retrieved. December 2018. https://www.researchgate.net/publication/323150462_STUDENTS'_ENGA GEMENT_IN_RELATIONSHIP_TO_ACADEMIC_PERFORMANCE
  3. Agri-Fishery Arts Strand Strand | Edukasyon.ph. (n.d.). Edukasyon.Ph. Retrieved December 23, 2021, from https://server.edukasyon.ph/courses/senior-high-tracks/tvl/agri-fishery-strand
  4. Alfred-Davidson, T. (2009).High school counselor and career specialists’ perceptions of school practices that involve parents in students’ career planning. PhD Diss., Dept. of Secondary Education Univ of Florida. United States, Florida. Date Retrieved. December 2018 http://etd.fcla.edu/UF/UFE0024338/alford_t.pdf
  5. Bandura, A. (1994). Self-Efficacy. In V.S. Ramachaudran Ed.), Encylopedia of human behaviour (Vol.4, pp.71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encylopedia of mental health. San Diego: Academic Press, 1998).
  6. Bandura, A. (1997). Self-Efficacy: toward a unifying theory of behavioural change,’ Psychological Review, vol.84. no. 2, pp. 191-215.
  7. Bandura, A. (1982). ‘Self-Efficacy Mechanism in Human Agency’, American Psychologist, vol. 37, pp. 191-215.
  8. Battelle for Kids. (n.d.). BattelleforKids. Retrieved December 5, 2020, from https://www.battelleforkids.org/networks/p21/frameworks-resources
  9. Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). School size and the interpersonal side of education: An examination of race/ethnicity and organizational context. Social Science Quarterly, 85(5), 1259-1274.Date Retrieved. December 2019. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0038- 4941.2004.00275.x
  10. De Chavez, R. (2020). Practical Skills, Work Readiness, and the Technical-Vocational-Livelihood Students. Level of Practical Skills and Work Readiness of Grade 12 Technical-Vocational-Livelihood Students in Distance Learning.
  11. DeLuccia-Reinstein, R. (2019, January 10). What Is the Meaning of Industrial Arts? Our Pastimes. Retrieved December 24, 2021, from https://ourpastimes.com/what-is-the-meaning-of-industrial-arts-12338414.html
  12. Department of Education. (2019, August 22). Policy Guidelines on the K to 12 Basic Education Program. Philippines Department of Education. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
  13. [DepEd] Department of Education of the Philippines. 2015. Retrieved on 15 Dec 2018 from http:// www.deped.gov.ph/2015/04/01/do-8-s-2015-policyguidelines-on-classroom-assessment-for-the-k-to-12- basic-education-program/ [PSA] Philippine Statistics Authority. 2012. Philippine standard occupational classification (PSOC). Retrieved on 15 Dec 2020 from https://psa.gov.ph/classification/psoc/
  14. Edukasyon. (n.d.). Edukasyon.Ph. Retrieved February 24, 2021, from https://portal.edukasyon.ph/courses/senior-high-tracks/tvl
  15. Fabian, K., Smith, S., Taylor‐Smith, E., & Meharg, D. (2022). Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13221
  16. Gallup, Inc. (2013). U.S. overall: Gallup student poll results. 1-6. Date Retrieved. December 2018. http://www.gallup.com/file/education/233681/2017%20GSP%20Scorecard .pdf?g_source=link_wwwv9&g_campaign=item_233555&g_medium=copy
  17. Harris, L. R. (2014). A Phenomenographic Investigation of Teacher Conceptions of Student Engagement in Learning. The Australian Educational Researcher, 5(1), 57-79.
  18. Johnson SM, Kraft MA, Papay JP 2012. How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10): 1-39
  19. Instruction. (2016, June 8). International Bureau of Education. Retrieved February 24, 2021, from http://www.ibe.unesco.org/en/glossary-curriculum-terminology/i/instruction
  20. McGrath, S. (2015). Vocational education and training for development. A policy need of theory. Date Retrieved. October 28, 2015. http://www.unevsco.org/network/up/EDEV-D-11-00309.pdf
  21. McLeod, S. (2011). Bandura – Social Learning Theory. Date Retrieved. November 24, 2017. https://pdfs.semanticsscholar.org/d26d/3d618859d8bc01d64e549f4a45
  22. McLeod S.(2016). Bandura - Social learning theory. Date Retrieved. December 8, 2018. https://www.simplypsychology.org/bandura.html
  23. K-12 Basic Education Curriculum| K12 Philippines. (2021, February 8). K12philippines. http://k12philippines.com/#:%7E:text=K%20to%2012%20(also%20K,.org%2F%20learning%20and%20employment.
  24. ROBERTSON KF, SMEETS S, LUBINSKI D, BENBOW CP. 2010. Beyond the threshold hypothesis: even among the gifted and top math/science graduate students, cognitive abilities, vocational interests, and lifestyle preferences matter for career choice, performance, and persistence. Current Directions in Psychological Science 19(6): 346.
  25. Sarmiento,D (2016). Senior High School Curriculum in the Philippines, USA, and Japan. Date Retrieved: January 9, 2019. http://www.ojs.ssu.edu.ph/index.php/JAR/article/view/54 Super, D (1975) Super’s career development theory. Date Retrieved. November 10, 2017. http://career.iresearchnet.com/career- %20development/supers-career-development-theory/
  26. SHS - Technical-Vocational Livelihood Track. (n.d.). OFAD. Retrieved December 23, 2021, from https://ofad.ust.edu.ph/programs/tech-voc/#:%7E:text=TVL%2DHE%20offers%20three%20specializations,and%20Beverages%20Service%2C%20and%20Housekeeping.
  27. SU R. 2012. The power of vocational interests and interest congruence in predicting career success [Dissertation]. University of Illinois Urbana-Champaign, Champaign, IL. Available at https://www.ideals.illinois.edu/ handle/2142/34329
  28. SU R, ROUNDS J, ARMSTRONG PI. 2009. Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin 135(6): 859–884
  29. Technology in Education - School. (n.d.). Students, Schools, Instructional, and Educational - StateUniversity.Com. Retrieved February 24, 2021, from https://education.stateuniversity.com/pages/2495/Technology-in-Education-SCHOOL.html
  30. TVL TRACK, EQUIPPED STU­DENTS WITH JOB-READY SKILLS. (2018, January 30). PressReader. Retrieved February 24, 2021, from https://www.pressreader.com/philippines/sunstar-pampanga/20180130/281651075541648
  31. UNESCO. (2021, November 7). Education: From disruption to recovery. Unesco.Org. Retrieved November 13, 2021, from https://en.unesco.org/covid19/educationresponse