Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 50 no. 10 (2025)

Implementation of Technical-Vocational-Livelihood (TVL) Track and Work Immersion Skills Readiness

Diane Herosano | Zenaida Cuenca

Discipline: Education

 

Abstract:

This study examined the relationship between the implementation of the Technical-Vocational-Livelihood (TVL) track and the level of students’ readiness for work immersion skills at Sto. Tomas Senior High School in Batangas for the school year 2024–2025. Using a descriptive–correlational research design, data were collected from 101 Grade 12 TVL students representing three strands: Home Economics (HE), Industrial Arts – Electrical Installation and Maintenance (IA-EIM), and Information and Communications Technology – Computer Systems Servicing (ICTCSS). Descriptive and inferential statistics, including Pearson correlation and ANOVA, were utilized for data analysis. Results revealed that the overall implementation of the TVL track was rated as implemented (M = 2.86, SD = 0.77), with the highest mean observed in facilities and equipment (M = 2.84) and the lowest in industry preparedness/partnerships (M = 2.76). Students perceived themselves as ready in all four dimensions of work immersion skills: intellectual (M = 2.90), personality (M = 2.94), meta-skills (M = 2.90), and job-specific skills (M = 2.97). Correlation analysis showed a significant relationship between TVL implementation and work immersion readiness across all domains (r = 0.541–0.741, p < .001), with the strongest association found between meta-skills and policy enforcement (r = 0.741, p < .001). ANOVA results indicated significant differences in readiness among strands in intellectual (p = .002), personality (p = .001), meta-skills (p = .000), and job-specific skills (p = .001). Post hoc tests revealed that HE students scored significantly lower than IA-EIM and ICT-CSS students. These findings underscore the need for equitable facilities, stronger industry partnerships, and targeted interventions to improve work immersion readiness.



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