CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction
The Technical-Vocational Education is the master key to sustainable
development. DepEd Secretary Armin A. Luistro
Education, skills development and technical training are central to
employment, thus play an important role in poverty reduction. In order to raise
the quality of public high school graduates in the Philippines, the Department of
Education implemented the Technical-Vocational high school program. The
Decentralizing Management of the Strengthened Technical-Vocational Education
Program (STVEP) was initiated in the 2007-2008 school year. This program
stresses the departments goal related to the technical vocational education
program, which is to equip high school students with relevant skills through the
Strengthened Technical-Vocational Education Program (STVEP) in order to
prepare them for higher education, the world of work and for entrepreneurship.
Aside from academic loads, DepEd opened the avenues to the public school
students to fully explore and hone their skills, which complements the
governments program for economic recovery and social uplift by addressing the
job skill mismatch in our labor market and providing tech-voc high school
students with the opportunities to acquire TESDA-certifiable technical, vocational,
industrial, and other relevant skills. The STVEP program has generated a total of
1,751 holders of competency certificate after hurdling various skill test
1

administered by TESDA. DepEd achieved 95 to 100 percent passing rate during

the School Year 2008-2009 alone. There were 311 who obtained Certificate of
Competency (COC), 311 National Certificate I (NC1) and 1, 219 National
Certificate II (NC 2).
TESDA continues to assist the Department of Education in providing
relevant education to tech-voc high schools under DepEds care. But it should
not be confused that DepEd tech-voc schools are part of TESDA schools. The
basic education sector has its own tech-voc curriculum under the Strengthened
Technical-Vocational Education Program (STVEP) intended for high school
students. This curriculum was aligned to TESDA Training Regulations and
Standards (DepEd Order No.48, S. 2007). In its implementation, it has directly
benefited 282 technical-vocational high schools by putting them in a unique place
in the public secondary system. Its vision is for them to become the center of
excellence for field of specializations in Arts and Trades, Agriculture and Fishery
(DepEd Order No.42, S. 2008).
Pursuant to the DepEd Order No.48 (9.c), monitoring the
implementation of the STVEP is required in order to empower the learners (9.h).
Sullivan, A. M. (2002) conclude that students who are empowered are more likely
to be motivated to participate in learning activities and to achieve successfully at
school and pursue multiple and complementary achievement and social goals.
Thus, as stated by Nek Yunus (2010), it is really vital to ensure that students are
motivated as they satisfy their learnings. Program evaluation and outcomes
assessment are topics of much discussion as trade schools and programs find
2

themselves needing to justify their effectiveness to both internal and external

constituencies (Morgan & Johnson, 1997). A high quality student experience is
the hallmark of excellent education. The results demonstrate that students are
engaging seriously with the survey as an important means by which to maintain
and enhance the quality of their experience (Jones, 2009). While student
satisfaction with academic programs and/or learning is a single, among several,
measure of effectiveness and quality, Pike (1993) asserts that student
satisfaction is an important factor that can drive personal, career and learning
outcomes. Rust and Oliver (1994) suggest that practically all organizations have
both a product and a service orientation. This dual orientation makes
measurement of customer satisfaction, such as student satisfaction, a
problematic but necessary undertaking. Hence, public schools are obliged to
respond to student satisfaction.
This paper focuses on the student satisfaction by analyzing a number of
factors that are assumed to impact the key result areas of STVEP. Early studies
outlined the conditions of the technical and vocational high schools in the
Philippines in terms of areas of specialization, curriculum implementation shares,
teacher quality and quantity, physical resources, quality and quantity of
equipment and machines (Valenzuela, 2008). While one dissertation has
investigated the total quality management in the implementation of STVEP in
selected schools in Region X (Castillon, 2010). And another dissertation (Sor,
2011) identified the predictors of organizational performance of STVEP in the
selected secondary tech-voc schools of Region IV-A, Calabarzon. To the best of
3

the researchers knowledge, studies that have examined student satisfaction

from a tech-voc high school program and institution are scarce.
Background of the Study
The 60s through the 80s saw a flourishing tech-voc education that was
the envy of general high schools. It was then operating under two curricula
tailored-cut for vocational and industrial training alongside academics. Admirably
these curricula- the 2-2 Plan and the Revised Secondary education Program
(RSEP) struck balance between vocational and academic training, each
receiving four hours a day. Through these decades, considered as the golden
period of BTVE, these realms of discipline enjoyed a smooth interplay, thus
producing well-rounded high school graduates ready to sally forth into the world
of work even without the benefit of a college diploma or university diploma
(Cangas, 2008).
The 90s, however, brought unfavorable winds for the BTVE. Working
under a semi-academic friendly setting the Secondary Education Development
Program (SEDP) tech-voc schools lost much of their physical muscle not
because academics lorded it over the vocational subjects (Cangas, 2008). The
situation was aggravated when the Technical Education and Skills Development
Authority (TESDA) was created in 1997 and absorbed all tech-voc schools under
the Bureau of Technical-Vocational Education. A year later, a total of 163 techvoc high schools nationwide were reverted to the DepEd. Government practically
came in trickle then, stalling the operation of live projects if not downright killing
them. Barangay high schools, pitiably under mercies of their respective municipal
4

governments, suddenly stole the limelight from the formerly grandiloquent techvoc schools. The political winds auspiciously turned to these types of schools,
now forming the genre of 189 schools.
The sentiments of tech-voc education advocates working in the vineyard
have not fallen on deaf ears. Hope of regaining TVEs lost glory is now in the
offing, thanks to the perceptiveness of former Secretary of DepEd Jesli Lapuz.
Clearly in tune with former Sec. Butch Abads pragmatic view, Secretary Lapuz
recognized the role of tech-voc schools as a veritable ground for honing students
technical-vocational as well as entrepreneurial skills, given these schools
available resources and unique course and training orientations (Cangas, 2008).
After undergoing a series of curriculum changes remarkably starting with
Redesigned Technical-Vocational High School Program (RTVHSP), TVE is now
ensconced in a more fortified and more comprehensive curriculum aptly called
the Strengthened Technical-Vocational Educational Program (STVEP).
The DepED aims to develop highly competent, civic-spirited, life skilled,
and God-loving Filipino youth acting, participating in, and contributing to the
humane, just and peaceful societies. Reflecting the situation among technical
vocational institutions the Philippine Department of Education (DepED)
introduced the Strengthened Technical-Vocational Education Program, which
was implemented by technical vocational schools from school year 2007-2008.
This redesigned program is on the 21 st century Core Skills, namely: digital age
literacy, inventive thinking, effective communication and high productivity. The
5

technical-vocational schools shall prepare secondary education for employment

in the information society but also make them responsible citizens who give due
consideration to preserving the integrity of their environment and the welfare of
others. Hence, the schools infrastructures, human and physical resources play
instrumental roles in providing quality training for industry- and occupation
specific skills to the broader task of workforce development.
The DepEd, in support of the national governments ultimate goal of
alleviating poverty in the country, had been engaging in several projects that aim
to enhance our countrys TVE system.

The aspirations of the DepED to

strengthen technical vocational high schools is a move to improve, access of

secondary education students to an educational program that would uplift them in
their socio-economic situations. The Department of Education is aware of the
need to conduct an exhaustive inventory of the technical vocational high schools
in order to develop a feasible, manageable and realistic program of reform for
TVEHSs. To strengthen the the existing TVEP in the public secondary education
system per DepEd Order 17, series 2007, the Central Office Task Force on
Technical-Vocational

Education

is mandated to provide policy support;

curriculum; teachers and management trainings; infrastructure; facilities and

instructional support; logistic plans and other relevant assistance; and to do
document good TVE practices in the region and benchmark the same
internationally.
In order to implement a meaningful reform program, research-based
evidence is needed, and that is the impetus of the researcher in this study. This
6

would help gather information from technical- vocational high schools (TVHSs)
about their curriculum, training sites, physical facilities, and infrastructure and
teacher qualifications. By collecting satisfaction data from learners on a regular
basis, Technological-Vocational High Schools in District 6 of the Division of City
Schools Manila are able to determine where they are best serving these students
and where there are areas for improvement. Furthermore, learners' satisfaction
has been considered by many authors (Abdolmalaki, et al., 2007; Parto Azam,
2004; Hosseini and Rivera, 2001; Hedaiati, 1999) as one of the main indicators
of educational programs' effectiveness. The outcome of the study would bring
about a better secondary-level technical vocational education program suited to
the preparation of young Filipinos of todays world.
Theoretical Framework
Students are important stakeholders in the quality monitoring and
assessment process and it is important to obtain their views (Malonzo, 2001).
Nevertheless, the existing assessment instruments used by students evaluate
learning satisfaction. Stufflebeam (1990) agreed that students do not have the
training to become assessors (Berliner and Calfee, 1996). Only trained
evaluators can observe and record it and provide feedback for improvement.
Some criticisms of satisfaction evaluations, he added, can be tied with lack of
appropriate information from validation studies and lack theoretical grounding for
many student satisfaction evaluation systems.

In this regard, the study adapts the fundamentals of Consumer Theory as

a theoretical ground for evaluating the students satisfaction with the STVEP
among tech-voc high schools. According to the theorys basic assumptions
students can be regarded as individual customers that have individual
preferences, wishes and needs. They do not only decide whether they want to
buy a certain service, namely secondary education, but also where they want to
receive it. The school represents a service supplier that ideally provides reliable
services and is responsive to customers needs. These services provided by a
school extent far beyond the mere provision of academic teaching, embracing
the realm of administration, personal support, training interventions and
extracurricular activities.
Generally, the contribution of customer satisfaction studies to the field of
research concerned with this topic area is pervasively limited by the
discrepancies in the definition of customer satisfaction itself. In academic writing
numerous versions can be found which differ considerably in their approaches. A
major inconsistency in these definitions is whether satisfaction is regarded as
process or as an outcome (Yi, 1990). More precisely, consumer satisfaction
definitions have either emphasized an evaluation process or a response to
evaluation process. (Giese and Cote, 2000, p.1) According to Oliver (1993)
satisfaction is an ongoing process that is situation and experience specific. It
has therefore a dynamic nature. Oliver (1993) continues that satisfaction is a
process of fulfillment, a process where the customer experiences prior
expectation-state.

Nevertheless

most

academics

favor

the

concept

of
8

satisfaction as a response to a process of evaluation and more specifically as a

summary notion (Giese and Cote, 2000). Such approaches are for instance
brought foreword by Fornell (1992) and Day (1984). Whereas the first
conceptualizes customer satisfaction as an overall evaluation, latter sees it as an
evaluative response. But also Oliver (1997) adjusted his definition and indicates
that it is much a fulfillment response to an evaluation process rather than a
process of fulfillment as he stated earlier. It [customer satisfaction] is a judgment
that a product or service feature, or the product or service itself, provided (or is
providing) a pleasurable level of consumption-related fulfillment, including levels
of under or over fulfillment (Oliver, 1997, p.13).
Related to the discussion above, there is also debate on antecedents and
subordinate constructs. Academics disagree on the question whether satisfaction
with for example a certain product causes respondents to indicate that they
perceive the products quality as high or whether a products high quality creates
customer satisfaction. Is customer satisfaction hence an antecedent of service
quality (Bolton & Drew, 1991) or is customer satisfaction a subordinate construct
of service quality (Parasuraman, Zeithaml and Berry, 1988)? In accordance with
the concept of satisfaction being a response to a fulfillment process, also Oliver
(1993) argues that service quality is an antecendent of customer satisfaction.
This notion resembles for the disconfirmation theory.
The issue presented is quite complex and a growing number of literature
is focusing on service quality and customer satisfaction. Despite these
discussions there is still a prevalent tendency to view the two concepts as
9

equivalents.

Yet

the

construct

costumer

satisfaction

is

much

more

comprehensive than the conception of service quality (Parasuraman, Zeithaml

and Berry, 1994). The aforementioned theories and models have supported the
researchers study for better understanding on how to measure the satisfaction
levels of the students of tech-voc schools with the STVEP.
Conceptual Framework
In able to guide the researcher in determining the measurement of
students satisfaction with the STVEP through its key result areas, the InputProcess-Output Model (Harris and Taylor, 1997) is used in this research to adapt
to the environment and provide the general structure of the study (Figure 1).

INPUTS
Profile of the
respondents
Key Result Areas
Curriculum Development
Training Intervention
Modules
Tools, Equipments &
Facilities
School Management
Student Activities & Projects
Stakeholders Involvement

PROCESS

OUTPUT

Assessment of
the
respondents
profile and
level of
satisfaction on
KRA through
the survey
questionnaire.

Strengthened
Tech-Voc
Educational
Program.
Recommendations
on the least satisfying
KRA: Stakeholders
Involvement

Presentation,
analysis, and
interpretation
of data.

Feedback

10

Figure 1: Conceptual Framework

In the IPO model, a process is viewed as a series of boxes (processing
elements) connected by inputs and outputs. Information or material objects flow
through a series of task and activities based on the set rules or decision points.
What goes in is the input, what causes the change is the process; what comes
out is the output. To then the output should go back to the input or the process.
Figure 1 shows the pertinent profile of the respondents and the Key Result
Areas of the STVEP as relevant inputs in determining the level of satisfaction of
tech-voc students. A questionnaire consisting of two parts was designed to
collect the data needed for the study. The collected data were organized,
classified, and interpreted. The output is the Strengthened Technical-Vocational
Education Program. Based on the salient points through the identified weakness
of KRA Stakeholders Involvement, recommendations were given. Then the
feedback on the pertinent inputs and process were provided in accounts of
improvements.
Statement of the Problem
This study aimed to determine the measurement of students satisfaction
with the STVEP through its Key Result Areas (DepEd Order No.48, s. 2007)
among tech-voc schools in District 6 in the Division of City Schools Manila for
school year 2011-2012 namely E. Quirino High School and EARIST Vocational
High School with combined enrollees of 590 students for the 4 th year level, school

11

year 2011-2012. Specifically, this study sought answers to the following

questions:
1. What is the profile of the students of tech-voc schools in District 6 in the
Division of City Schools Manila in terms of the following:
1.1. Gender;
1.2. Age;
1.3. Specialization;
1.4. Fathers Highest Educational Attainment;
1.5. Mothers Highest Educational Attainment;
1.6. Number of Siblings; and,
1.7. Monthly Family Income?
2. What are the satisfaction levels of tech-voc students in terms of:
2.1. Curriculum Development;
2.2. Training Interventions;
2.3. Modules;
2.4. Tools, Equipments and Facilities;
2.5. School Management Development;
2.6. Student Activities and Projects; and,
12

2.7. Stakeholders Involvement?

3. Is there a significant difference in the level of satisfaction on the key result
areas when respondents are grouped by profile?
Hypothesis
H1. Students are very satisfied with the Key Result Areas of STVEP.
H2. There is no significant difference in the levels of satisfaction of the students
on the Key Result Areas of the STVEP when respondents are grouped by profile.
Scope and Limitations of the Study
The study focused in determining the measurement of students
satisfaction with the STVEP through its seven (7) Key Result Areas as enclosed
in the DepEd Order No. 48, series 2007, among two (2) tech-voc schools in
District 6 in the Division of City Schools Manila for school year 2011-2012. Only
fourth year level students are chosen to be the respondents of this research.
Specifically, the study looked into the Key Result Areas of the STVEP as
independent variables; while students satisfaction as dependent variables.
The principle of Consumer Theory that was adapted to map the research
was placed into consideration. Though basic education in public school is freely
provided and not purchased. Basic education is a social sector with public
funding. Thus, public expenditure needs to be justified because public pays for it
through direct and indirect taxes. The government through DepEd has to justify
its allocation to education in preference over and/or comparison to other service
13

sector like health, agriculture, etc. It is where studies of student satisfaction can
provide important clue to the system performance.
The studies of Malonzo (2001) and Ano (2008) led the present
investigation in covering the same ideas and concepts on measuring learner
satisfaction. Moreover the Student Satisfaction Survey Questionnaire (Kruger
2009) and the Business Student Satisfaction Inventory (Maddox and Nicholson
2008) was collectively adopted and modified by the researcher to which it was
tailor suited to the Filipino tech-voc high school student aligned to the key result
areas of STVEP. Through the existing and preceding questionnaires, the
researcher discreetly formulated its Tech-Voc High School Satisfaction
Questionnaire (TVHSSQ) as the instrument to determine the student satisfaction
of tech-voc high school learners. This was another limiting factor considered in
the research.
The techniques in gathering the data were limited to a set of
questionnaire, and a standard test.
Significance of the Study
This study was anticipated to contribute additional information to serve the
following individuals and organization.
1. Technical-Vocational High Schools will benefit from this research
specifically in the attrition of drop out rate in secondary education where it is high;
in which dissatisfaction is an important reason for drop out. Studies show that the
more satisfied is the students more is the completion rate. Such studies at
14

regular intervals can significantly alter the drop out scenario. This student
satisfaction is seen as a positive driver of educational quality, it is also associated
with actual enhancement of academic performance.
2. Teachers will also greatly benefit from this study as it enlightens their
awareness of their teaching effectiveness in compliance with the applicable
excellence quality standards of the STVEP. Further, this research will also serve
as wealth of information for exploring the dimensions of student satisfaction and
improve student learning.
3. The Students in asserting and identifying which key result areas of
STVEP can help them drive their personal, career, and learning outcomes.
Our government has to justify its allocation to education in preference over
and/ or comparison to other service sectors like health, agriculture etc.
4. The Government must know how well they are doing with respect to
technical-vocational education in high school. This study of student satisfaction
can provide important clue to the system performance.
5. The Tech-Voc Task Force (TVTF) of the Department of Education as
the sole implementing body of technical-vocational education on secondary level,
this study will serve as a tool for evaluation of the standards they devised and
implemented administering the STVEP. These will make them aware of whatever
problems, possible solutions, and recommendations to further enhance the
factors that contribute to achieving quality tech-voc education standards.

15

Definition of Terms
The

following

terminologies

were

operationally

defined

and

measured the limitations of the study:

Curriculum Development refers to STVEP-CBC activities for continuing
methodology responding to fluctuating characteristics of workplace as a result of
global economy, open market and technology revolution.
Family Income refers to the computed average poverty threshold for a family of
five in the National Capital Region in year 2012 which is at

8, 945 a month.

Key Result Areas or KRAs refers to general areas or core areas of outputs or
outcomes for which the STEVPs role is responsible. It serves as independent
variables of the study.
Modules is a key result area of STVEP that covers a single skill competency
subject. It is a teaching-learning tool consists of a series of lesson plans
designed to teach specific concepts.
National Certificate is a certificate awarded to a student possessing a set of
recognized competencies through the competency and skill-based assessment
conducted by TESDA to determine the level of learning acquired in a particular
field of specialization.
School Management Development is a key result area of STVEP that refers to
the school leadership, together with the administration, teachers, ancillaries,
16

students and parents committees aim at promoting high standards of learning

and teaching.
Stakeholders Involvement is a key result area of STVEP that refers to the
participation of stakeholders group (students, family, teachers, other local
community members, LGUs) in any kind of school management or decision
making.
Student Activities and Projects is a key result area of STVEP that engage
students in active learning, and promotes opportunities in acquiring employable
and entrepreneurial skills.
Student Satisfaction refers to the degree of meeting requirements of students
with STVEP. This is determined through a student satisfaction survey.
Tools, Equipment and Facilities is a key result area of STVEP that is crucial in
the practical application of acquired concepts learned by the students, these
includes implements, machines, laboratory rooms and workshops as prescribed
in the TESDA Training Regulations.
Training Intervention refers to the trainings or course of exercise provided to
improve the skills and enhance the behavior of the students on a particular
specialization, aimed at changing the current level of skills and knowledge
regarding a job.

17

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies centering on the
variables investigated.
LOCAL LITERATURE
The legal bases in the implementation of the Technical-Vocational
Education in the secondary education is through Article XIV, Section 3 of the
1987 Philippine Constitution where it states that the school shall inculcate
patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of the national heroes in the historical development of the
country, teach the rights and duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal discipline, encourage critical and
creative thinking, broader scientific and technological knowledge, and promote
vocational efficiency. Whereas the Education Act of 1982 or Batas Pambansa
Blg. 232 stipulates the following objectives for the secondary education: 1)
Continue the general education started in elementary; 2) Prepare the learners for
college; and 3) Prepare the learners for the world of work. Section 3, Title 6
(Education, Culture and Sports), Book IV, Administrative Code of 1987 provides:
Section 3. Powers and Functions. - To accomplish its mandate and objectives,
the Department shall have the powers and functions of formulating, planning,
implementing and coordinating the policies, plans, programs and projects for the
following: (1) Elementary, secondary, physical and international education; (2)
18

Non-formal and vocational or technical education; (3) Higher education; (4)

Development of culture; (5) Foreign and locally assisted projects and other
activities relative to Subsections (1), (2), (3) and (4); and (6) Perform such other
functions as may be provided by law. Medium Term Philippine Development
Plan (MTPDP) 2004-2010, states that the secondary level curriculum shall be
revised to complement the adjustment in the revised elementary education
curricula. The new curricula shall include the following subjects/contents: (a)
integrative science; (b) applied mathematics; (c) communication skills; (d)
career/work exposure which includes work ethics, vocation/job counseling and
seminars/plant/office visits, trends in the job market in the various trades and
professions, job prospecting and application, supervised personal career
planning, and entrepreneurial possibilities and skills, including agricultural skills
and other life skills not included in the existing values formation curricula.
Philippine Main Education Highway: Towards A Knowledge-Based
Economy has included some recommendations on Tech-voc, as follows: a)
include DepEd in the harmonization process (on tech-voc education), b) Techvoc NC1/NC2 in basic education, not just in selected Tech-voc high schools
(NC3/NC4 for TV1s), c) design more model curricula to expand the coverage of
ladderized programs, and d) ensure constancy or education policy despite
changes in administration (national/CHED/TESDA/DepEd).
Cangas (2008) depicted the saga of Philippine Technical Vocational
Education in this country as: long and colorful, in fact as long and colorful as it

19

has been misunderstood, downgraded, and, in regard to its contribution to the

countrys socioeconomic development, underrated.
Misconception of technical-vocational education arises not from intricacy
of the discipline itself but from the fact that it has gone through a series of
metamorphic changes, giving the impression that is sailing on rough waters. To
stress the point, let us take an in-depth analysis of its history and come up with
judgment thereafter.
The 60s through the 80s saw a flourishing tech-voc education that was
the envy of general high schools. It was then operating under two curricula
tailored-cut for vocational and industrial training alongside academics. Admirably
these curricula- the 2-2 Plan and the Revised Secondary education Program
(RSEP) struck balance between vocational and academic training, each
receiving four hours a day. Through these decades, considered as the golden
period of BTVE, these realms of discipline enjoyed a smooth interplay, thus
producing well-rounded high school graduates ready to sally forth into the world
of work even without the benefit of a college diploma or university diploma.
The 90s, however, brought unfavorable winds for the BTVE. Cangas
(2008) stated that working under a semi-academic friendly setting the
Secondary Education Development Program (SEDP) tech-voc schools lost
much of their physical muscle not because academics lorded it over the
vocational subjects. The situation was aggravated when the Technical Education
and Skills Development Authority (TESDA) was created in 1997 and absorbed all
tech-voc schools under the Bureau of Technical-Vocational Education. A year

20

later, a total of 163 tech-voc high schools nationwide were reverted to the DepEd.
Government practically came in trickle then, stalling the operation of live projects
if not downright killing them. Barangay high schools, pitiably under mercies of
their respective municipal governments, suddenly stole the limelight from the
formerly grandiloquent tech-voc schools. The political winds auspiciously turned
to these types of schools, now forming the genre of 189 schools.
Then too, at the turn of the century, high school annexes under the aegis
of well-established general high schools, proliferated like mushrooms and the
already undermanned and underfunded tech-voc schools had to, if reluctantly,
joined the race and put up their own annexes on funds too measly to stretch. The
result is both gratifying and discouraging, the latter being attributed to the gradual
abandonment of mother campuses. Prospective enrollees opt out for schools that
were easily accessible as are annex schools purportedly put up to reach out.
These extension schools built by tech-voc schools are double-intentioned, that is,
to reach out to the clientele and to allay the fears that they might lose their
clientele and eventually disappear from the face of earth. Admit it or not, the latter
objectives eclipse the former to ensure their continued survival.
This being the grim scenario, tech-voc schools have managed to exist, but
still posturing themselves as technically and vocationally oriented but postulating
on general education with greater emphasis on sciences. Indeed, these types of
schools suffer the scourge of identity crisis, created not of their own accord but
by unfavorable political winds allegedly whizzing off on the velocity of
occupational demands. Too anxious of the inevitable, tech-voc schools would

21

have to tow the line with the general status quo as seemingly favored by
academic-incline Department secretaries who also come and go as swiftly after
hatching up their respective curriculum brainchild.
Cangas (2008) stressed that there is a strong aversion towards technicalvocational education. According to him, one reason is the false idea steeped in
the students psyche that the only true way of getting ahead economically is
through the white-collar jobs. If only they would open their eyes to the truth that
economic success could be possible through technical and vocational trainings,
then perhaps they would flock to tech-voc schools. If only they would read about
people of humble beginnings who made it on top of the economic temple on
account of their technical-vocational training, then surely they would remap their
career paths.
Another reason for such a lukewarm attitude towards technical-vocational
education is the students false pride. One thinks that any occupation or trade
related to technical-vocational field is too lowly for ones self-esteem, thus he
veers towards the professions hoping to work in tiled and air-conditioned
buildings and boasting of it to friends and relatives alike. And such a vaunting
pride was what he inherited from his parents who hoped the same hopes and
dreamed the same dreams but failed and now trying to make their child realize
the same for them. If only these parents would help their child chart his own
destiny along more realistic paths leading to prosperity, then perhaps this country
would have less of the unemployed and underemployed problem.

22

The level of unemployment in the Philippines remained the same in July

as a year ago, according to the National Statistics Office (NSO).Unemployed
Filipinos numbered 2.8 million in July, or a rate of 7 percent, the results of the
July 2012 Labor Force Survey showed. The NSO said the latest unemployment
figure is almost the same as the 7.1 percent reported in the same month last
year. It said the July jobless rate was virtually unchanged from the 6.9 percent
recorded in the previous quarter. More than half, or 51.2 percent of unemployed
Filipinos, were in 15-to-24 age group, which only validates the difficulty faced by
fresh graduates looking for work, said Rene Ofreneo of the School of Labor and
Industrial Relations at the University of the Philippines. A third, or 33.3 percent of
the unemployed, was high school graduates, 13.9 percent were college
undergraduates, and 19.2 percent were college graduates. Metro Manila
(National Capital Region) posted the highest unemployment rate at 9.9 percent
while Cagayan Valley registered the lowest unemployment rate at 3.2 percent. An
estimated 37.6 million Filipinos were employed in July, against the 37.1 million
recorded in the same month last year. But the number of Filipinos with jobs in
July was fewer than the 37.8 million in April (Roa, 2012).
Yet, if we look at the situation, the antidote to the unemployment
malignancy are skills-packed tech-voc courses which are literally within ones
financial reach and mental capability and attainable within shorter time duration.
At long last, the sentiments of tech-voc education advocates working in
the vineyard have not fallen on deaf ears. Hope of regaining TVEs lost glory is

23

now in the offing, thanks to the perceptiveness of former Secretary of DepEd

Jesli Lapuz. Clearly in tune with former Sec. Butch Abads pragmatic view, Sec.
Lapuz recognized the role of tech-voc schools as a veritable ground for honing
students technical-vocational as well as entrepreneurial skills, given these
schools available resources and unique course and training orientations
(Cangas, 2008).
After undergoing a series of curriculum changes remarkably starting with
Redesigned Technical-Vocational High School Program, TVE is now ensconced
in a more fortified and more comprehensive curriculum aptly called the
Strengthened Technical-Vocational Educational Program (STVEP), which is
perceived to help address the yawning employment gap supposedly filled up by
skilled workers trained in tech-voc schools (Cangas, 2008). With STVEP in the
work and tech-voc schools all agog to regain their lost glory and identity, there is
reason to hope that graduates under this new set up will dominate the world of
work.
The Technical-Vocational High Schools shall adopt the STVEP using
Competency-Based curriculum (CBC). It is a framework or guide for the
subsequent detailed development of curriculum and associated methodologies
and training and assessment resources. The competency-based curriculum
specifies outcomes which are consistent with the requirements of the workplace
as agreed through the industry or community consultations. TVE in the First year
shall be exploratory on the basic principles and practices as well as

24

entrepreneurship concepts in each of the component areas: Arts and Trades,

Agricultural Arts and Fishery Arts. Specialization shall start in the Second Year
and shall be offered based on the interest of the students, needs of the
community and the capability of the school to offer such specialization.
Instruction of the program shall be flexible to accommodate related activities
outside the school like practicum in the work environment. Schools are
encouraged in this regard to enter into a partnership with local industries for the
students' exposure and work experience. Intervention of LGU must be tapped to
support the programs of the school. Fourth year students are encouraged to
undergo Supervised Industry Exposure or On-Job Training (OJT) depending on
the availability of industries in the locality. The unit credit for the TVE subject shall
be 3 units. The curriculum shall provide opportunities for students to acquire
a National Certificate and/or Certificate of Competency. Teacher-Student ratio in
all TVE subjects shall be 1:25 in a class. The subject shall be written in the report
card under the nomenclature TVE (Exploratory) from Year I and TVE
(Specialization) to be specified by the school for years II to IV. The areas of
specializations are Agriculture and Fishery Arts, Home Economics, Industrial
Arts, Entrepreneurship. Students shall be given two options in choosing their
area of specializations; it shall be based from the two highest grades in the
exploratory classes. Shifting area of specialization is not allowed from third year
to fourth year. Selection of specialization of students shall be done before
enrollment period, to be administered by the guidance counselors, vocational
head teachers, and teachers with the concurrence of the parents of the students.

25

The teaching strategies or instructions are flexible to accommodate related

activities outside the school like practicum in the work environment. Schools are
encouraged in this regard to enter into a partnership with local industries for the
students exposure and work experience. Fourth year students are encouraged
to undergo Supervised Industry Exposure or On-Job-Training (OJT) depending
on the availability of industries in the locality. The unit credit assigned to any TVE
subject is three (3) units each. The competency-based curriculum provides
opportunities for students to acquire a National Certificate and/or Certificate of
Competency. The ideal teacher-student ratio in all TVE subjects is 1:20 in a
class, subject to teachers availability and resources. The subject is written in the
report card under the nomenclature TVE (Exploratory) for Year I and TVE
(Specialization) to be specified by the school for Years II to IV. Learning must be
designed so that students can carry out activities and solve problems in a way
that reflects the nature of such tasks in the real world. In order to achieve this
goal, schools are encouraged to create curriculum committee composed of
technology and related subject teachers who will: Identify concepts in related
subjects that could be integrated with TVE competencies. Devise ways and
means on how to carry out the plan.

First year students, aside from doing

exploratory work, shall be provided with Career Education to guide them in their
wise choice of career. Graduating students shall render a minimum of 35 hours in
compliance with the provision of DepEd Order No. 100, s. 2004. Tree planting is
a requirement for all students in support to the program of the United Nations on
Climate Change. Entrepreneurship shall be an exploratory subject in TVE for the

26

first year. Entrepreneurship shall be offered as a separate subject in the third and
fourth year. There is an increase in the contact hours in Filipino III and IV and
Araling Panlipunan III and IV from 120 to 160 minutes per week.

1st Year
SUBJECTS
English
Science
Math
Filipino
Araling
Panlipunan
MAPEH
Technical
Drawing
Entrepreneurship
PC Operations
TVE
Values Education
CAT
Total

Mins.

Unit

2nd Year
Mins.

Unit

300
360
300
120
120

s
1.5
1.8
1.5
0.6
0.6

300
360
300
120
120

s
1.5
1.8
1.5
0.6
0.6

120
120

0.6
0.6

120
120

0.6
0.6

3rd Year
Mins.

Unit

4th Year
Mins.

Unit

300
360
300
160
160

s
1.5
1.8
1.5
0.75
0.75

300
360
300
160
160

s
1.5
1.8
1.5
0.75
0.75

120

0.6

120

0.6

120

0.6

120

0.6

600
60
35 hrs
2180

3
0.3
0.3
11.1

120
600
60

0.6
3
0.3

120
600
60

0.6
3
0.3

600
60

3
0.3

2220

11.1

2220

11.1

2180

10.8

Figure 2: STVEP-CBC Subjects, Units and Time

Students who have complied the qualifications covered by a TVE subject
shall be encouraged to undertake the competency assessment. However,
assessment shall not be a requirement for graduation. The teacher/assessor is
not allowed to assess his/her students for the purpose of gaining a National
Certificate (NC) or Certificate of Competency (COC). TVHSs are encouraged to
establish linkage and/or tie-up with the concerned TESDA Offices in their
27

localities to facilitate the assessment of students. TVHSs should vigorously

promote to the students and parents the benefits of acquiring a qualification
under the Philippine TVET Qualification Framework (PTQF). These benefits may
include access to local and foreign employment and credit transfer to TESDA
courses and ladderized higher education programs of CHED. Students who
passed all the units of competencies in a qualification shall be awarded a
National Certificate (NC), while those who passed only a certain number of units
shall be awarded Certificate of Competency (COC).
To enrich the learning experience and skills development of the students,
schools are encouraged to orient and expose their graduating students in the
field of their specialization in the community. Orientation and exposure to
industries should be the culminating activity of the class as a requirement in their
chosen area of specialization. Prior to the emersion, a Memorandum of
Agreement (MOA) between the school and the industry to be visited shall be
signed. This could be initiated by the Industry Linkage Coordinator to the
industry. Likewise, a pre-orientation conference with the parents and students
should be conducted to inform the purpose and objective of the activity. The
student should submit a written report on his/her observations regarding the
industry observed. A written permission signed by the parent of each student
should be required before the activity. The teacher should likewise exercise
utmost care and precaution to avoid any untoward incident during the visitation or
exposure activity. In the event that there are few industries where the students
could be oriented and exposed, their visit should be made in teams or in batches.

28

Skills development and entrepreneurship are considered the twin pillars of

economic progress; hence aside from developing the child into a skilled
individual, schools should also aim to develop the child into being a productive
entrepreneur. To achieve this objective, all technical-vocational high schools,
shall promote the development of entrepreneurship in schools. Entrepreneurial
activities of students should be an offshoot of their lessons in the TVE subjects.
An orientation and training in entrepreneurship for students should be undertaken
before they engage in real entrepreneurial activities. Entrepreneurial activities
could be in the form of service rendered, retailing and manufacturing. A business
plan, consisting of work and financial plans, is required and should be approved
by the school head and the project in-charge before an entrepreneurial activity is
started. The TVE teacher should supervise the conduct of this activity whether in
school or in the community. Progress and evaluation reports of the project should
be submitted to the school head. In case the school provides the capital for this
undertaking, a sharing of 30% for the school and 70% for the students shall be
followed after all expenses are deducted.

If the capital of the business is

provided by the teachers and students in the form of capital share an equal share
of the profit will be followed.

Income of the school derived from this program

shall be deposited in a reputable bank under the name of the school with the
school head and cashier as signatories. On the other hand, students shall also
be encouraged to deposit their income to the same, under their name. Schools
are encouraged to establish income generating projects (IGPs) that serve as
practicum of student in the application of the different theories and concepts

29

learned inside the classroom. IGPs should have relevance with the curricular
activities in the TVE subjects and should be drawn from the concept of earning
while learning. Prior to the implementation of an IGP, a project proposal should
be drafted to determine its feasibility and profitability. The project proposal should
be submitted and approved by the principal. Initial capital for the IGP can be
sourced from the Maintenance and Other Operating Expenses (MOOE) subject
for replacement. Financial and narrative records regarding the operation of the
IGPs should be filed. A monthly record on the operation of the IGP should be
presented to the faculty and other staff while a yearly financial statement should
also be prepared and audited by a representative of the Commission on Audit
(COA).
The Central Office, through the National Technical-Vocational Task Force
Office (NTVTFO), shall formulate policies, standards and programs, conducts
researches and studies to continuously improve the implementation of the techvoc programs. The said Office is also mandated to oversee the efficient and
effective delivery of products and services responsive to the demands of the
global and local economy, and develop school models and regulatory guidelines
for both private and public schools that will offer TVE Education.
The Regional Office is responsible for the enforcement of policies and
guidelines on tech-voc education set at the National Level. The supervision and
monitoring of the implementation of programs and projects of TVHSs shall be
under the division level. The implementation of programs and projects of Public
TVHSs shall be done at the school level, headed by a Vocational School

30

Administrator (VSA)/Principal who shall be a vocationally-oriented instructional

leader and administrative manager. He or She shall be assisted by the Assistant
TVSA or Department Heads. The tech-voc high schools have two department
heads responsible in supervising the academic and technical-vocational
programs, which may vary depending upon the number of permanent teachers
per department/subject area. Faculty members are classified into two categories:
vocational and related subject teachers, who shall be under the supervision of
department heads. The Administrative and Support Staff of TVHSs shall be
supported and assisted by competent administrative and support staff, selected
based on the existing Civil Service rules and regulations.
Under the general supervision of the Vocational School Administrators or
the Principal, he/she exercises general administration and supervision over
TVHS, determines the needs of the school and provides for such needs in the
budget which he prepares and submits to higher authorities for approval.
Prepares and submits for approval the school programs, assigns teachers and
other employees of their respective work, and sees to it that the prescribed
curriculum is implemented. Supervises classes and provides the necessary help
to the teachers on methods of teaching. Prepares and submits approved
requisitions for various school needs and supplies. Plans, executes, coordinates
and evaluates all programs, projects and activities in the school and sees to it
that they are conducted as desired. Examines the school buildings and cottages,
determines how they are used, and sees to it that the buildings are suitable for
occupancy and in hygienic condition. Recommends, assigns and evaluates the

31

work done by personnel. Reviews and recommends for approval performance

ratings of teachers and employees. Acts on communications and attends to such
other duties which may be assigned to him from time to time by higher officials.
While the Head Teacher I-VI (Vocational) under general supervision:
Assists the VSA in the management and operation of the school. Prepares and
submits required reports, then consults the vocationally-trained Master Teacher
regarding Competency Based Curriculum for the best practices implementation.
Motivates and supports teachers to attain outstanding performance.
The

Teacher

I-III

under

general

supervision:

Prepares

effective

lesson/session plans. Keeps parents informed on students progress .Distributes

and retrieves books from the students. Prepares and submits required reports.
Keeps updated anecdotal records of students. Implements school rules and
regulations. Attends faculty/professional meetings and participates in in-service
education trainings. Maintains and improves the learning environment.
The Guidance Counselor I-III under general supervision: Conducts student
counseling and interviews. Conducts follow-up counseling interview for students
(students at risk, prospective drop-outs, etc.), when needed. He or she consults
with teachers, parents, and other persons concerning data and information about
the students and helps in the appropriate placement of students as to year and
section. Administers testing of students and interprets results. Whenever the
school encountered student-related problems, the Guidance Counselor refers
students with problems to appropriate agencies such as the barangay, municipal
or provincial health office, Department of Social Welfare and Development

32

(DSWD), Philippine National Police (PNP), and other concerned agencies.

Gathers and distributes information materials like bulletins, prospectus, and the
like about high schools, colleges and universities to guide students in the choice
of institution and course. Invites and schedules resource persons to give
information about high schools, colleges or universities and various job
opportunities. Establishes good relations with the business community and
communicates with them from time to time. Conducts case studies on students
needing special attention, and ascertains causes of absences, tardiness,
dropouts, failures, etc. Conducts dialogues with parents of students at risk.
Prepares, maintains and updates guidance records with confidentiality.
The School Librarian I-III under general supervision: Catalogues,
classifies, selects and secures books and other instructional materials.
Organizes, directs, and initiates a system by which the library and its materials
are accessible to students and teachers. Makes available to students and
teachers a well-rounded collection of library materials, recommends to the
principal administrative policies, materials and books for the library. He/she lists
bibliographies of books and other aids in connection with the curriculum and
guides teachers and students in their library work and research. Moreover the
librarian provides library instruction for students so that continuous and efficient
library usage may follow. Stimulates and encourages interest in recreational
reading among students. Provides an atmosphere and service in such a way that
the library will become a place where students and teachers enjoy their stay.
Plans programs, exhibits, displays, etc., related to Book Week Celebration and

33

other related occasions. Studies and evaluates students and teachers use of
library resources. Prepares and submits required reports.
The Administrative Aide I under general supervision. Collects segregates
and deposits garbage in prescribed area. Opens and closes doors and windows
before and after office hours. He keeps the toilets and closets clean and sanitary.
Occasionally does messengerial and minor clerical work as well as carpentry
work in repairing office furniture. Drains and cleans canals, gutters and similar
structures and takes care of plants. He assists in the preparation of training
facilities and/or a conference room. While the, Security Guard under general
supervision: Safeguards and protects life, buildings, properties, cash, equipment,
supplies, cargoes, firearms, mails and similar items against robbery, theft,
pilferage, fire damage and other similar hazards. Guards and checks cargoes
and goods being loaded or unloaded and conducts the same to destination.
Guards and protects premises, compounds, shops, warehouse/storeroom, and
motor pools from unlawful entry. Takes note of persons and vehicles entering and
leaving premises or compound and searches and seizes them from contrabands,
prohibited articles and stolen properties. Accosts suspicious persons, reports
unusual happenings and accidents and maintains order within the vicinity.
Escorts paymaster or cashier and government officials to their destination; issues
gate passes to authorized persons. Goes on patrol and suppresses riots, fights
and acts of violence and conducts preliminary investigation of disturbances and
infractions of the institutions rules and regulations. Guards and protects officials
and employees.

34

The traditional curriculum focused on the teacher rather than the learner.
However, in recent years there has been a paradigm shift taking place, moving
the emphasis from teaching to learning and a more student-centered curriculum.
That is where the STVEP-CBC is spearheading. This change has impacted on
the curriculum design process with a greater emphasis on the learning in terms
of knowledge, skills and competencies within courses and modules. The focus is
on how learners learn and the design of effective learning environments.
Alongside this change in pedagogy, the Bologna Agreement has emphasized the
need for reform to modernize education. Our country has national qualifications
frameworks set by TESDA and that each institution has its own realities of quality
assurance procedures with which to engage. However, a generic model of
module design constructed by the Tech-Voc Task Force (TVTF) of the
Department of Education was adapted within the realities of institutional and
national contexts helping teachers gain educationally sound ideas and strategies
for improving learning, teaching and assessment in a modularized context. The
use of an educational module improves the students' chances and opportunities
to master a skill. This is because a well-planned module teaches concepts in a
logical order, like building blocks where lessons provided encourage higher
thinking level. It should be comprehensive, up-to-date, and easy to learn. In an
educational module, students focus on specific skills and are given opportunities
to continue to improve on them. Moreover, its content is supported by other
textbooks and references. The significance of the use of educational modules for
educators and tech-voc students is positive. It provides good education and

35

ample opportunities to master subjects. Unlike a focus on standardized testing,

the use of modules invites a teacher to be creative and fashion lesson plans for
students. At the same time, the modules ensure that all students are being held
to the same reasonable standards (Moon, 2002).
To realize the goal of the STVEP in providing students with relevant and
certifiable skills for higher learning, world of work and entrepreneurship, several
interventions were made to prepare the 261 tech-voc high schools in offering
their areas of specializations that are relevant to the needs of students and
communities. One of these is the implementation of the use of Instructional
Modules for students. By virtue of DepEd Order No. 41, series 2008, Instructional
Modules are ordered to be distributed to the 261 tech-voc high schools. The use
of the Instructional Materials (IMs) shall be treated as a pilot where an evaluation
instrument shall be enclosed to gather feedback on its usability, content,
strategies and assessment methods. In addition, monitoring on the curriculum
implementation shall be conducted to thresh out related issues. A Quarterly
Report by the tech-voc high school heads shall be submitted to the Division and
Regional Supervisors, copy furnished to the TVE Task Force Office. To develop
the leadership potential and to build desirable values and character of the child,
schools are encouraged to organize student organization. All students are
required to be a member of major student organizations like the Student
Government Organization while memberships to minor organizations are
voluntary in nature. Activities of organization should focus on the development of
their wholesome personality. Thus, the school should not allow the organization

36

of fraternities in school that advocate violence and in contrary to DepEd Order

No. 20 s. 2006. On the membership of organization, no student should be
allowed to be president in more than one organization. The permission of parents
for the membership of their children to an organization/association should always
be sought. Except for membership fees, contributions should always be voluntary
in nature and that the grade of the student should not be affected as a result to
his or her non-membership or non payment of contribution to a certain
organization.
The classroom where learning takes place efficiently and effectively is an
important factor in formal education (EDCOM, 1991). The EDCOM further
emphasized the provision of enough instructional supplies, equipment and
facilities so that the quality of education and teachers performance do not suffer
(Sor, 2011). School facilities should be provided to create an atmosphere that is
favorable to the development not only of the mental ability, but also of character,
civil responsibility, and vocational efficiency. Appropriate tools, shop condition
and better learning environment have a vital influence in the teaching-learning
process. The training in manipulative proficiency and technical competence
cannot happen in bare shops and laboratories. Students have to work with
machines, tools and equipment with adequate work areas and spaces if they are
expected to be efficient technical workers. Not only the need for training certain
skills must be identified but also suitable shops, tools and machines must be
provided in order to meet such need. Sor (2011) emphasized that machines and
equipments are undoubtedly essential in providing the kind of tech-voc

37

instruction, which has high employment value. The popular criticism on the poor
quality skills among the graduates is also greatly attributed to the adequacy of
machines and equipment. It was also revealed that the quality of tools and
materials as well as the characteristics of equipment plays a significant role in the
implementation of STVEP (Sor, 2011). When the tools and materials are
inadequate to meet the required number, the achievement desired becomes too
difficult. Tools, materials, and machines are undoubtedly essential in providing
the kind of tech-voc instruction. The existing tools and equipments of tech-voc
schools can be used in school laboratories and workshops. An intervention fund
will be allocated for the purchase of tools and equipments. For additional
specializations which require new set of tools and equipments, these may be
sourced out through partnership with the industries or other donor agencies
(DepEd Order No.36, s.2012).
Materials for making project are essential and considered as the lifeblood
of tech-voc schools, and its availability ensures the development of skills among
the students to test the theories they learned in their classes (Excerpt from the
Proposed Vocational School Development Act of 1990). Former DepEd Secretary
Jesli Lapus stated that a budget is an important concept in tech-voc schools, a
budget is an organizational plan stated in monetary terms used for the
improvement of school performance. This school budget can be allotted based
on total number of enrollment. On budget preparation, some experts on fiscal
management observed that Budget are best prepared under the personal
responsibility of the principal or the school head, and then submitting to the

38

member of the organization for further change, approval, and voting if necessary.
School head is in a position to know administrative needs and their costs.
Moreover, the legislative body is in a position to give closer scrutiny to a
proposed program.
The ideal location must be a site that provides an environment conducive
to learning, as much as possible far from cockpits, malls, gambling dens, cinema
houses, beer and videoke joints, jails, industrial establishments, military quarters,
public markets, slaughterhouses, or garbage dumps. A suitable site is one that
best serves educational activities and enables the optimum utilization of
resources. The school site must be easily accessible to the greater number of
students it intends to serve. It must have a suitable frontage on a public road,
preferably on a quiet street. The contour of the land should be level and should
have no irregular boundaries. The size of the school site is largely determined by
the size of enrolment, the type of curriculum offered and the location of the
school.

The ground area occupied by school buildings and other structures

should not exceed 40% of the school site in order to provide adequate open
spaces for assembly and co-curricular activities as well as to conform with
national and local regulations and standards pertaining to set backs and
distances between buildings. School buildings must be adapted to the ecology of
the community. They must be stable and safe from typhoons, earthquakes, fires
and secured against thieves, stray animals and other intruders. They must have
adequate water supply, lighting, ventilation, and liberal air circulation. Every
space should be utilized to the maximum to accommodate the expected

39

enrolment. Regulating space in a school building is expressed by allocating a

minimum area per place or station. Instructional places, the area per place is the
average area allocated to a student including the furniture and equipments
assigned to him or her, adequate circulation space, the space for the teacher and
integrated preparation and storage preparation. Laboratory and workshops as
venue for first hand experiences of students shall satisfy all the requirements of
each field of specialization. Each should be provided with up-to-date tools,
equipment and accessories as to enable them to further develop their expertise
on the functions, use, and capabilities. Knowledge and skills to care and keep the
usability of those equipment and accessories shall be required. Equipment are
fixed or movable non-consumable property which have a normal life span of
more than 2 years based on existing procurement regulations. In the school
plant, the following equipments shall be provided: tools, utensils, apparatus,
teaching aids and materials, furnishings, instruments, machines, and similar
property needed for the successful implementation of curricular, co-curricular and
administrative functions and processes.
Schools can maximize the utilization of their existing laboratory/workshop
facilities to ensure that the students have functional learning environment and
laboratory areas for practical application of skills. An intervention fund will be
allocated for the construction of the required laboratory workshops. For additional
specializations which require unique type of laboratory facilities, co-sharing of
resources can be explored particularly with the industries themselves through
partnership and collaboration (DepEd Order No.36, s.2012). Schools with

40

existing income generating projects based on the tech-voc program shall be

allowed to uses the income as a revolving fund, subject to Special Provision
Number 11 of the General Appropriations Act. Pursuant to Section 11 of the
Special Provisions for GAA 2007, Tech-Voc High Schools which possess the
technical capabilities shall be given preference in the manufacturing and
fabrication of desks, furniture and equipments. Certification from Tech-Voc High
Schools that they are not capable in producing the requirements of schools,
divisions and higher offices of the DepEd must be first secured before any
procurement from other sources can be pursued. Schools without any existing
income generating projects are encouraged to explore opportunities to earn and
must be given such opportunities by all DepEd schools and offices for their
furniture and other equipment needs.
Deped Order 48, series 2007 mandated its Regional Offices to empower
the Tech-Voc high Schools in providing the students with skills training
interventions and job opportunities. It should be specifically designed to answer
the needs of a community for skills training and self-employment. The target
beneficiaries mostly are poor and marginalized economic groups like the informal
sectors in a community. Community halls and other public places in the
community are sometimes used as training venues especially when there are no
permanent training facilities available. To make the training more relevant, ample
exposure of students to a real world workplace or sending them to companies
would be of great help from time to time. These will not only provide students the

41

opportunity for career exploration, but also subjects them to the actual technical
aspects and technology on a particular course of specialization.
The school could not be in isolation. It is a part of the community. To solicit
the support of the community, a strong linkage should be established with the
community and other stakeholders in education. As technical vocational schools,
the following activities could be undertaken to establish strong linkage and
promote service to the community. Participate in various activities of the
community. Conduct information dissemination on the different programs and
projects of the school. Make the school show window in the implementation of
various projects of the government especially those programs related to TVE (ie.
Adopt-a-School Program, Gulayan sa Paaralan, etc.) Conduct training for
community people inside and outside the school. School should offer consultancy
services to the community. Improve school performance both academic and
technical-vocational area for community support. Organize activities in the school
where the community can be involved (Trade Fair, Technology demonstration).
Enlist the assistance of civic spirited people, alumni organization and people of
the community working abroad. Establish linkage with lending institutions.
All TVHS shall organize academic competitions in the different subject
areas to promote academic excellence among students. TVHS shall participate
in academic competition initiated by the division, regional and national levels.
Sports activity shall be promoted in technical vocational schools. Physical
training must be given a regular space in the school programs. Students in all
year levels shall be required to participate in organized games and athletic

42

competitions. All TVHS shall aim to provide basic requirements for the school
athletic program. Programs and projects that shall promote the development and
preservation of the cultural heritage of the Filipino people shall be organized. All
TVHS are mandated to organize and participate in skills training and competition
in the school, division, regional and national level. It shall provide adequate
awareness for exposures in various life skills training in the world of work within
the local or international level. To provide a fair and systematic management of
said competition, set of guidelines in the conduct of the competition shall be
drafted. The Buek International Calculation (BIC) System will be adopted in
judging the skills competition in the different areas of technical-vocational
education.
A study stated that basic public education is still largely the responsibility
of the central government, delivered through the Department of Education
(DepEd), notwithstanding the devolution of many basic services to LGUs
(Manasan, Celestino, & Cuenca, 2008). However, the local government units
(LGUs) do provide supplementary funding support to public basic education
because they have access to a sustainable source of financial resources that are
earmarked for the basic education sub-sector, the Special Education Fund (SEF).
The SEF comes from an additional one percent tax on real property that LGUs
are mandated to impose and collect by virtue of Republic Act 7160 or otherwise
known as the Local Government Code of 1991.
The resources that LGUs provide to the basic education sector from their
General Fund according to Manasan, Celestino, and Cuenca (2008) are quite

43

significant at 7% of total general government spending on basic education in

2001-2008. Thus, the LGUs are considered major partners of the national
government in the delivery of basic education services. In this light, the study
examines the management of Special Education Fund (SEF) in terms of
collection, allocation and utilization in order to maximize LGUs support for the
Education for All (EFA) initiative and to promote a more equitable allocation of
resources for basic education. However, there are significant disparities in per
pupil SEF spending across LGUs of different income classes and in different
regions. LGUs in urban areas (i.e., cities and the large municipalities) where
property values are high tend to have larger tax bases. These disparities have
significant implications on the ability of the LGUs to provide additional support to
the basic education sector.
At the same time, LSBs in the aggregate have registered fiscal surpluses
(revenues in current year less expenditures in current year) year after year. This
is true for all levels of local government with the exception of provinces in 2001.
Also, it is notable that cities posted larger fiscal balances (26% of total SEF
income) than provinces (10% of total SEF income) and municipalities (17% of
total SEF income) in 2001-2008.

On the other hand, the accumulated cash

balances of all LSBs in the aggregate has remained fairly stable over time at
50% of total SEF income (or about 6-months worth of annual SEF income) in
2002-2007. Arguably, such a level of the SEF cash balance appears to be on the
high side. In sum, there is indeed some evidence of under spending in the SEF
of some of the LGUs visited. This occurrence appears to be related to the lack of

44

transparency in the reporting of SEF collections and balances in the course of

the execution of the SEF budget.
In terms of spending priorities, some of the major findings of the study
include: (i) maintenance and other operating expenditures captured the biggest
chunk of the total SEF spending of all LGUs in the aggregate (40%) while capital
outlays and personal services garnered an average of 32% and 29% of LGUs
total SEF spending in 2001-2008; (ii) repair/maintenance and construction of
school buildings tops the list of SEF spending priorities in the sample Provincial
School Boards (PSBs) and the sample City School Boards (CSBs); and (iii)
relatively large portions (20%-50%) of the SEF are set aside for sports and other
co-curricular activities and programs of the DepEd. The findings of the study
highlight the need to improve the governance of Local School boards. Related to
this, the measures proposed include: (i) clearer guidelines on preparation of the
LSB budget, (ii) the establishment of needs-based criteria in allocating Special
Educational Fund across schools to ensure its efficient and effective use, and (iii)
institutionalization of greater transparency between DepEd and LGUs in terms of
reporting of resources that schools receive from the DepEd budget, on the one
hand, and actual SEF collections and its utilization during the budget year, on the
other hand, in order to foster better working relationship in the Local School
Board (Manasan, Celestino, & Cuenca, 2008) .
The Department of Education (DepED) drew on research to touch base
with the real situation, the state of technical and vocational high schools in the
country. A rapid assessment of all technical and vocational high schools was

45

conducted in partnership with the Southeast Asian Ministers of Education

Organization Regional Center for Educational Innovation and Technology
(SEAMEO INNOTECH). The study of Valenzuela (2008) employed assessment
of teacher quality, curriculum and content, equipment, machinery as well as other
factors that relate to the development of quality technical vocational high school
program. The research results paved the way for the DepED to evolve programs
and standards to enable the students to attain higher levels of competence and
educational achievement when learning is placed within the context of the
workplace. It is believed that technical and vocational education for high school
students must be relevant to the real world, particularly the world of work and to
foster a desire to achieve greater levels of learning among students. At varying
degrees, the defining features of research in technical and vocational education
have been absorbed in the basic education sector reform agenda (BESRA).
Many of the BESRA plans of action encourage teaching and learning in the
context of real-life applications and preparation for careers to achieve higher
levels of achievement. The infusion of career based education throughout the
strengthened technical and vocational high school curriculum is substantially
changing the delivery and focus of TVE high school program. Since the
completion of a survey research on technical and vocational high schools in
2007, reform programs have been in place to expand delivery of quality and
relevant education. Some schools adopt the APEX model introduced by
SEAMEO INNOTECH, where, contextual learning and career focused education
is utilized as an advantageous opportunity to combine School-to-Work (STW)

46

principles with other reform practices in one model. STW concepts are sustained
through inclusion in whole school reform models in APEX schools (Valenzuela,
2008).
The Strengthened Technical-Vocational Education Program has been a
labor/work driven reform. This is due to a growing paucity of young Filipino skilled
labor that is capable of meeting the demands of the 21 st century workplace.
Labor market inefficiencies are faulted for producing a mismatch of job openings
and worker skill level. Guided by the Education for All Platform of Action and
former President Gloria M. Arroyos Ten Point Agenda to generate one million
jobs every year, the DepEd ardently promoted technical and vocational education
guided by research results. The reform entails integration of academic and
vocational education at all levels, work-based learning, national skill standards,
and skill certification. As a policy makers, educators, researchers, and teachers
of TVET, we must look into curriculum enrichment based on research evidence.
We must be cautious of education and training systems of other countries. We
must look at reforming education to have added economic value that will
translate to improved future labor market outcomes. Research plays a crucial
role in TVE. As an example, it had been demonstrated that higher educational
attainment is positively related to earnings. More years of schooling result in
better jobs, higher earnings, and greater potential for occupational achievement.
Although education in and by itself does not guarantee higher incomes, the
benefits accrue over time. Research tells us that academic education nurtures
cognitive

abilities

essential

to

post-secondary

education

success

and

47

occupational advancement. For the non-college bound student, an academic

education maintains the individuals options for future post-secondary education.
Moreover, on-the-job, academic skills provide opportunities for advancements
and enhanced productivity in the workplace. Often, upward mobility is dependent
on educational attainment. A comprehensive academic education opens doors to
opportunities far in to the future, including avenues not considered at a younger
age. Though research has always had economic implications, there are other
benefits implicit to an academic education beyond knowledge generation. It helps
us direct our efforts so students can gain meaningful employment or occupational
advancement. Early research was mainly focused on the implementation and
process of reform. But a high degree of completion of the reform implementation
cannot be employed as a proxy for the actual results of the program. However,
more recent studies are assessing the impact on student engagement as well as
academic achievement. Many studies do conclude that TVET programs support
youth development and career preparation; that employers are enthusiastic
about this new development. Educational reform should not be about the
integration of technical and academic education for the purpose of ensuring that
high school graduates would possess occupational skills relevant to certain
careers. Rather, reform should be based on research evidence to bring about
high academic standards. Policymakers must support educational initiatives that
are research-based to yield greater gains. It is not necessary to package various
initiatives into one model to produce results. Policy makers should be
encouraged to implement policies that are applicable to conditions existing in

48

individual schools and best suited to their unique student needs (Valenzuela,
2008).
LOCAL STUDIES
Some related Philippine studies are presented in this portion which shows
connection with the current research.
In a thesis conducted by Malonzo (2001) entitled, Student Satisfaction
Index: A Proposed Instrument on Quality Classroom Services at Holy Spirit
University, Angeles City, the study aimed to develop and validate a Student
Satisfaction Index as an instrument for measuring student satisfaction based on
quality classroom services rendered by teachers at the said institution. The
development and validation of the instrument underwent three (3) phases: 1.)
determination of items through focus group discussion, 2.) experts validation in
terms of items level of appropriateness and, 3.) establishment of reliability using
measures of internal consistency. A separate group of respondents was used in
each phase. For the focus group discussion, 16 student leaders from the four (4)
College Student Councils determined the items in the proposed instruments.
Based on the data, the study revealed that the proposed Student Satisfaction
Index met the tests of validity and reliability for the validation of any proposed
instrument. With a valid instrument, Malonzo (2001) also drafted a Users Manual
intended for the use of those involved in the administration of the Student
Satisfaction Index.

49

Another local study conducted by Ano (2008) entitled, Students Level of

Satisfaction on Student Services in Easter College to its under graduates,
respondents were asked how satisfied they were on the services offered by the
different offices of the institution namely the Registrars, Accounting, Library,
Physical plant and facilities, Student Affairs, Guidance, Clinic, Chaplains,
Canteens and the Deans. Students course, gender and year level were also
included in the study as variables in determining their level of satisfaction.
Since Easter College is committed to Christian quality education, it has
established the different offices that will best serve its students and that will help
strengthen the schools commitment. It was suggested that a good schools
should understand the needs of the students in order to assist them in their
adjustment to the present situation and provide them opportunities to achieve the
most satisfying life possible in and out of school. The result indicated that
generally, the students were moderately satisfied with the services offered by the
different offices. The results revealed that the students are highly satisfied with
the service provided by the Registrars Office, and the Accounting Office. On the
other hand, students are moderately satisfied with the services rendered by the
Physical plant and facilities, Deans Office, Guidance Office, Chaplains Office,
Clinic, Student Affairs Office, Library and Canteens. The research also revealed
that Gender significantly influences the level of satisfaction of students on the
services of the Registrars Office, while the Year Level significantly influences the
service offered by the Guidance Office, Deans Office and the Chaplains Office.

50

The STVEP also caught the detailed attention of people from the
academe. Though the concept of the study did not center on the student
satisfaction, yet the richness of the facts were considered by the researcher to be
the most up-to-date related research which was very helpful in laying out the
conceptual framework of the study. For instance, the dissertation of Castillon
(2010) entitled, Total Quality Management in the Implementation of STVEPCompetency Based Curriculum in Region X: Basis for Quality Framework
Development focused in developing quality framework in order to carry out
continuing quality services for sustainability in the implementation of STVEP. The
dissertation results revealed that the implementation program of activities, has
introduced a very good program or set of activities for the school which
will certainly redound to the benefit of teachers and students. In fact,
the greatest impact is that, the Department of Education through the
Tech-Voc Task Force did not fail to give Special Allocation Release
Order (SARO) to all implementing schools in STVEP which totally
upgrade basic facilities, tools and equipment to equip students with the
basic competencies of the different technical-vocational courses and managed
the school finances properly and makes these sustainable as some of
the objectives in implementing the curriculum. Nevertheless, STVEP offers a
very positive and on the whole, what can be most rewarding to this is that all
effort, time, expense will never be put to waste because school administrators
are eager to work more for the clientele to become more skillful and productive

51

students. At such, students productivity is, above all, an attitude of school

administrators and teachers mind.
Another dissertation entitled, Predictors of Organizational Performance of
STVEP in Selected Secondary Schools of Region IV-A, Calabarzon cited that
the status of the tech-voc schools in terms of curriculum development indicate
that the objectives, learning competencies and extra-curricular activities were
implemented and perceived by the teacher-respondents as Highly Evident. While
integrated learning resources such as facilities, materials for student project and
school budget were rated as inadequate. The status of organizational
performance of such tech-voc schools showed the following: Participation rate
with Very High status; Enrollment rate Average in number; Graduation rate with
Very High status; National Achievement Test with Average Mastery, while DropOut rate and Failure rate were with Very Low status. The statistical findings of the
dissertation of Sor (2011) yielded recommendations such as: The enrichment of
curricular program should be undertaken to cope with the needs of the students
to develop holistically the needs of the industry. Achievement test should be
designed specifically for STVEP. And there should be proper coordination with
the Division and Regional planning and supply offices and concerned personnel
to address the inadequacy of facilities and school budget.

FOREIGN LITERATURE
52

Van Dyk, Nel, Loedolff and Haasbroek (2001) argue that the government
is ultimately responsible for developing policies and laws aimed at the promotion
of economic growth and social development of all its citizens. Its role in education
and training is reflected in these policies and laws, aimed at developing skills. As
traditional private training markets could not keep up with the broader skills
needed for economic development and growth, government emerged as a major
role player in the education and training sector, deployed in three broad areas:
providing supportive services, providing education and training itself and
providing finances. The government as the major stakeholder in education and
training has implemented the training interventions.
Nel, van Dyk, Haasbroek, Schultz, Sono and Werner (2004) postulate that
in terms of the National Qualifications Framework and the Skills Development
Act, the current national approach with regards to education and training is
outcomes-focused. The focal point is on the mastering of knowledge and skills
which are required to achieve a certain outcome and not on the inputs of
traditional curriculum-driven education and training. It therefore emphasizes the
end result of the learning process (learners must demonstrate competency with a
prescribed outcome) and the learning process and transfer of information itself
(Meyer, 2000:1). A learner-based and result-orientated approach to learning is
followed, based on the following principles: entrepreneurs should be able to learn
to their full potential; the success entrepreneurs achieves motivates them for
greater success; a learner-friendly environment should be provided to
entrepreneurs, thus creating a culture of life-long learning; learning of

53

entrepreneurs is more than mere memorizing of knowledge or rote learning of

skills and all stakeholders, including the government, community and
entrepreneur themselves, must share the responsibility of learning.
Various generalized approaches to training interventions could be used to
upgrade micro entrepreneurial skills for example: learning by exposure;
educational;

systems;

problem-centered;

action

learning;

analytical;

incompetence and procedural (see for example Erasmus & Van Dyk, 2003 and
Reid & Barrington, 1997). Not all of these approaches can be utilized for micro
businesses as their economic activities and education and skills levels are too
low (Nieman, Hough & Nieuwenhuizen, 2003). The following approaches are
being discussed:
Learning by exposure approach It involves individual learning, whereby the
entrepreneur is assumed to gather knowledge and to use it without any help,
other than that offered by other entrepreneurs (Reid & Barrington, 1997);
Educational approach It is a long-term process and requires entrepreneurs to
attend classes or by means of correspondence teaching to obtain formal
recognized qualifications (Reid & Barrington, 1997);
Experimental learning approach The entrepreneur learns by means of
exploring new initiatives and to experiment with new ideas, concepts and
activities focusing on both the emotional and intellectual side of the learner
(Erasmus & Van Dyk, 2003);
Experiential learning approach Experience precedes learning and it involves
entrepreneurs in their own learning and to increase their awareness of the

54

dynamics present in all human interactions (Van Dyk et al., 2001). The abovementioned training interventions could therefore be used to upgrade the skills
levels of micro entrepreneurs in the informal sector. It should be noted that during
these training interventions, various training methods or techniques could be
used (e.g. lectures, case studies, role-playing, apprenticeship and computerbased training).
Training interventions often fail due to a lack of consideration over different
learning styles and applying these to training methods employed. Reid and
Barrington (1999) referred the systematic training cycle, which included four
stages: training and development needs, planning and designing training,
implementing training, evaluating training. Training intervention includes any
event that is deliberately undertaken to assist learning to take place. Therefore,
deliberate training, learning, education, and something relevant are an
intervention into an ongoing process: the task of training intervention is to
promote learning in the most effective and advantageous way. In a dynamic,
chaotic, fiercely competitive marketplace, the identification of training and
development needs has become a far more critical element in determining the
organizations success. A common view of the role of HRD in relation to strategy
is to see it as a means to assess and address skill deficiencies in the
organization. Strong competition and rapidly developing technologies make it
necessary for every employee to constantly update and upgrade both knowledge
and skills. When people fail to fulfill their roles, they face a skill performance gap.
Given a particular set of learning objectives, a judgment has to be made about

55

which form of intervention or strategy will be most appropriate and effective.

These approaches include training on the job, planned organization experience,
in-house programs, planned experiences outside the organization, external
courses, and self-managed learning. Once a development activity has been
designed, arrangements need to be made to put the activity into practice.
According to Kossek et al (1998), training initiatives are likely to be implemented
as lead interventions in firms that have not adapted their environments to provide
a supportive climate to transfer. However there are other techniques that are
more long term in nature that are on the job, such as coaching, counseling and
mentoring. Coaching helps the trainee to assess his own performance, realize
his own shortcomings and identify his own learning needs, develop and carry out
a learning/action plan, reassess his competence and constantly review progress.
Such training is often based at solving internal issues and is used as a starting
point for future development, so building long- term capabilities which can be
used to help the organization maximize competitiveness as it has a team of
individuals that are focused on the organization and the problems it faces.
Without evaluation, it is impossible to see how successful and worthwhile
the training has actually been. Validation is the word used to describe the
process of seeing whether the training and development has achieve its
objectives and evaluation is the process of ascertaining whether the training has
affected the performance of the job. Evaluation is a vital part of training cycle,
which should in fact be an integrated part of the training for the following reasons:
to evaluate the cost-effectiveness of the training event, to ensure that the training

56

is in-line with the organizations goals, and to see how effective the training and
training aids are. If organizations take the time and effort to evaluate training/
development efficiently and make it an integrated part of the course, it would
appear that the organizations are actually interested in building skills for the
future.
Modules are not developed in isolation, but within a course or program
structure, and the process is informed by the external national qualifications
framework and where relevant, professional body requirements. Thus, internal
and external factors must be taken into account at the planning stage. In terms of
designing modules, we would argue that there is a need for a planned integrated
approach to the process with the focus on the learning of the student. We would
suggest that academic staff can begin the process not by focusing on the content
of the module and how they intend to teach it, rather by focusing on the quality of
learning that can be achieved by their students (Donnelly, 2005).
The traditional curriculum focused on the teacher rather than the learner.
However, in recent years there has been a paradigm shift taking place, moving
the emphasis from teaching to learning and a more student-centered curriculum.
This change has impacted on the curriculum design process with a greater
emphasis on the learning in terms of knowledge, skills and competencies within
courses and modules. The focus is on how learners learn and the design of
effective learning environments. Alongside this change in pedagogy, the Bologna
Agreement has emphasized the need for reform to modernize education
(Donnelly, 2005).

57

In the process of devising a module, the key is to forge educationally

sound and logical links between learner needs, aims, learning outcomes,
resources, learning and teaching strategies, assessment criteria and evaluation
(Toohey & Biggs 1999).In designing modules consideration should be given to
the type of learner support which will be required for the achievement of the
learning outcomes. There are administrative issues around module design:
scheduling of teachers, students, teaching activities, assessment time and
module resources. Many modules are over ambitious and require more time on
the part of students for their completion than is reasonable. Modules depend for
their success on the careful allocation of resources, whether this is teaching
rooms, laboratories, library facilities and equipment.
Module design and development is an ongoing process and this section
will look at the kind of evaluation mechanisms that might be used to elicit
meaningful information to assist you in reviewing and improving your module.
This should be based upon criteria that are co-operatively developed and
concerned with gathering information about the quality and effectiveness of the
module. Evaluation is not just a retrospective process, but can be an integral part
of the module development, informing you before, during and after the process.
Before selecting your evaluation methods within the strategy, the key thing to
consider is your evaluation question i.e. what do you want to know? Your
selection of methods will be determined by considering, for example, who the
evaluation is for, the scale of your evaluation, the necessity for authenticity within
the data collection and levels of resources available to you. A range of methods

58

can be employed and further reading is available (Neary 2002; Posner and
Rudnitsky 2001). When designing your evaluation strategy it is important to
consider when you will collect your data and how you will select your student
and/or stakeholder sample. It is also recommended that something is done with
any data collected and if students have been involved in the data collection, try
and feedback any data and make changes as appropriate.
To survive in highly competitive markets, organizations need to provide
goods and services that yield highly satisfied and loyal customers. When
customers are satisfied, they are more likely to return to those who helped them,
while dissatisfied customers are more likely to go elsewhere. The retention of
very loyal customers is a key to organizational survival (Jones and Sasser,
1995).
In todays competitive academic environment where students have many
options available, factors that enable educational institutions to attract and retain
students should be seriously studied. Secondary education institution itself
should start to search for effective and creative ways to attract, to retain or foster
stronger relationship with students. Alridge and Rowley (2001) stated that an
expectation that cannot be fulfilled by the institutions is the key factors for
students withdrawal. As we are living in the borderless world or the era of
globalization, students may have so many choices to choose and compare to
such as the academic program choices offered that not necessarily could be
completed or done in the class room in getting the certificate.

59

Differentiation between product and services can be evaluated in terms of

the level of tangibility, such that services are characterized by behavioral
attributes including acts, deeds, performances or efforts (Rossi et al,1999) and
activities or processes (Gronoos, 2001:Smith et al,2007). According to
Parasuraman et.al (1988), characteristics associated with services include
intangibility; perish ability, inseparability of production and consumption, and
heterogeneity. In contrast to products, services are usually short-lived 20as they
are consumed as long as the activity or process lasts. Hence, service processes
are perishable and cannot be stored in the way physical products can. Further,
services are consumed at the same time as they are produced without any clear
transfer of ownership.
As such, the customer plays an integral part in the transaction of most
services. For instance, each customers expectation of service quality is different
and this has led to a lack of standardization as it varies from situation to situation.
The service quality of each learning experience, particularly in higher education,
is unique as it is largely determined by the expectation of the student, also the
individual customer.
Rinehart (1993) offers two distinct views of students as customers. For
instance, those who regard students as primary customers associate them as
being involved in the input and output of the learning process. However, those
who regard students potential employers as primary customers argue that it is
important to consider the economic reality of the situation where lesson content
should be tailored to employers needs.
60

Students, in both contexts, have been regarded as internal customers with

the second group regarding future employers as external customers. Jaraiedi
and Ritz (1994) further argue that students have no conception of what they need
to learn as such, education is preparing them for the long-term benefits of the
future. It is with this long-term view that potential employers are regarded as
primary customers while students, secondary customers.
In another view, students have been categorized as the primary
beneficiaries of education and hence should be treated as customers. This
perspective stems from the understanding that educational institutions are highly
competitive on the market with strategies being aggressively developed to satisfy
students needs in order to attract a sustainable market share (Joseph and
Joseph, 1998).
According to the study by Kanji, Abdul Malek and Wallace (1999), as
referred to the situation of the Higher Education Institution in Malaysia, most
institutions do give a great 21 deal of importance to meeting customers
expectations which is similar to business organization, but they still lack of
customer awareness among the staff and it has become a common drawback for
many institutions. The customer that we try to emphasis here is the students
itself. Our discussion will focus on the students satisfaction as students are
considered as our consumer or customer who receive the service in university or
higher education institutions which consist of the facilities provided such as the
accommodation, computer lab, cafeteria, library, mosque and others.

61

Self-assessment or self-concept of certain ability or knowledge has been

substantiated in the literature as found in early studies such as Renzaglia (1952),
Reeder (1955), Brookover et al. (1964), and in more recent series of studies by
Furnham (2001). These studies underline the significant correlation between selfconcepts of ability, and performance. In addition, self-enhancement theory
suggests that those individuals with greater self-worth have greater affective
need to feel satisfied, feel worthy and exhibit a desire to realize their experience
through a process of empowerment (Wells and Sweeney, 1986).
According to Pace (1985) it is possible to consider that individuals could
be accurate reporters of self-concepts and objective score gains, and what is
expected of their gains and interests. Hill et al. (1998), state that students selfperception of their educational experiences provide significant measurements for
the evaluation of university outcomes. It could be inferred that students
knowledge of programs and services is an important predictor of satisfaction with
programs and services.
Satisfaction ratings go beyond teaching assessments, which have a
narrow focus, to include broader aspects of the student learning experience. To
grasp the complexity of that learning experience, it is not enough to know the
degree to which students are satisfy, it is important to understand the factors that
contribute to student satisfaction. The school as the service provider should think
on how to improve the delivered services continuously and relatively with all the
changes in terms of the students as customer needs as satisfaction among the
factors that will ensure their retention because of their confidence of the quality
62

services provided. Determining which features of the student experience are

most closely related to satisfaction may provide information about actions that
can be taken to maintain high levels of satisfaction and improve student learning.
Satisfaction can be defined as an experience of fulfillment of an expected
outcome (Hon, 2002). Satisfaction or dissatisfaction with a program or facilities is
influenced by prior expectations regarding the level of quality (Ekinci, 2004:
Sigala, 2004). In some cases information or disinformation lays the ground for
the expectations of quality. If what is relayed or communicated to the customer,
does not match the expectation or experience, a negative perception of quality
and satisfaction is generated ( Solomon,1996).Overall, satisfaction with a service
product can be of a single component of service, or of the experience on a
number of components that make up the total experience. Research studies in
the Western hemisphere have made attempts to understand what makes some
students more satisfied than others. A number of factors have explained gain in
satisfaction score. Prominent among these factors, being grade point average
(GPA)(Walker-Marshall and Hudson, 1999), perception of course work quality
(Browne et al, 1988), teaching ability of faculty (Douglas et al, 2006), flexible
curriculum, university status and prestige, a degree that leads to occupational
success, caring faculty, independence, growth and development (Franklin and
Knight, 1995,Kuh and Hu, 2001) and general college experiences and learning
(Pascarella and

Terenzini, 1991,Baird,1998,Chickering,1969). While Delaney

(2005), through a logistic regression 23analysis showed that campus social life
and the type of scholastic major compared to other majors, specifically business
63

studies, was the most important predictor of satisfaction. The metaphor of

students as consumer or customer has become more than common in the public
discourse of higher education in North America and Europe (Fisher, 1993).
(Bribgham, 1993) asked a question. If we can reconfigure the firm as customer
or consumer oriented, why cant we do the same for the college and
universities? By regarding the students seriously as the consumer or customer,
we can address pressing issues of accountability, efficiency, relevance and
practically. Therefore it is vital to conduct a student satisfaction survey in order to
pinpoint the strengths and identify the improvements of the program
(B.C.O.W.G., 2002).
While according to (Hom, 2002) theres a problem faced by the
researchers of creating a standard definition for student satisfaction that need of
customer satisfaction theory to be selected and modified so that it can explain
the meaning of student satisfaction. However based on (William, 2002) even
though it is risky to view students as customers, but given the current
atmosphere of higher education marketplace, there is a new moral prerogative
that student have become customer and therefore can,

as fee payers,

reasonably demand that their views be heard and acted upon. Students are now
viewed as customers in many colleges, altering the way in which services are
rendered and adding a new dimension to the strategic planning of colleges.
Satisfaction is a factor now that students have more choices in higher
education .It is time to investigate how student services are delivered and to
ensure the students best interest is being served. A transition in higher education
64

occurred when education becomes more secular and larger numbers of people
pursued postsecondary degrees. According to (Victoria, 2007), several social and
federal initiatives caused a surge in higher education. Students who were
previously excluded from higher education were welcomed in community
colleges. Students services began to focus on the personal and academic
development of the whole student.
Social psychologists, marketing researchers and students of consumer
behavior, have extensively studied the concepts of customer satisfaction and
dissatisfaction. The increasing importance of quality in both service and
manufacturing industries has also created a proliferation of research, with more
than 15,000 academic and trade articles having been published on the topic of
customer satisfaction in the past two decades (Peterson and Wilson, 1992). The
importance of service quality has become a major issue in the organization as
the elements of competitive advantages in the market place.
Relationship between service quality and customer satisfaction has been
extensively studied by researchers (Sureshchandar, Rajendran & Anantharaman,
2002; Jones & Suh, 2000; McDougall & Levesque, 2000). Ghobadian, Speller
and Jones (1997) concluded that companies with higher perceived quality goods
and services will enjoy higher long term economic benefits. The correlation
between the quality of goods and services and customer satisfaction, has led
organizations to continuously upgrade their quality and measure their clients
satisfaction. Satisfaction measurement, however, is a difficult task to achieve as
customer satisfaction is similar to attitude (Attiyaman, 1997). Quality too,
65

according to Sureshchandar et al. (2002) is a form of attitude. In the case of

higher education institutions such as universities and colleges, many broaden
their scope of evaluation to include students total experience rather than limiting
it only to the assessment of the quality of teaching and learning, (Aldridge &
Rowley, 1998) as the interaction between students and the institutions do not
stop nor confined only to classroom environment. The office performance also
has had a direct impact on academic and technical staff within the faculty. These
front-line staff in their turn had a direct impact on students, potential students and
other clients. The main predictors of quality for students were found to be:
Office has a professional appearance
Staff dress smartly
Never too busy to help
Opening hours are personally convenient
All the elements mentioned in terms of service would give a big impact to
the schools staff image where the customers are come from the students itself
as an educated person with the high demand and needs as a service receiver.
Schneider and Datta (1995) found that the quality of the core service influences
the overall quality of the service perception. Overall Banwet and Datta (2003)
found that students intentions to re attend or recommend lectures was dependent
on their perceptions of quality and the satisfaction they got from attending
previous lectures.

66

The outcome of service delivery is a tangible product, and a bundle of

goods and services as the product offering (Sasser et al, 1978).The service
product bundle refers to inseparable offering of many goods and services. It
consists of three elements:
The physical or facilitating goods
The sensual service provided
The psychological service
For a tech-voc secondary school the facilitating goods include the
lectures, supplementary materials and the recommended module text. It also
includes the physical facilities such as the laboratory rooms and their type of
furnishing, decoration, lighting and layout as well as the canteen and recreational
amenities. Regarding the demand for increased quality that related to the
students satisfaction as customer several authors have introduced the principles
of Total Quality Management (TQM) into various aspects of the educational
arena as

a step towards bringing better management to higher education

(Eriksen, 1995). TQM helps to achieve and maintain excellence in higher

education (Ho and Wearn, 1995). According to Beaver (1994) points out that
TQM is very essential to reassure that institutions perform well and that the
customers of higher education are being well served. Learning institutions are
increasingly recognizing as a service industry, and are placing greater emphasis
on meeting the expectations and needs of their participating customers, i.e. the
students (DeShields et al, 2005). While Sahney et al (2004) quote.the use of
67

student and stakeholder in place of

customer may communicate to

educational institutions that students are the only customers and lead them to
view students satisfaction as their only ultimate objective. Kotler and Fox (1995)
suggest that the public forms images of educational institutions on limited and
even inaccurate information, and that these images will affect the likelihood of
people attending or recommending institutions to others. An institutions actual
quality is seen by Gavin (as cited by Kotler and Fox, 1995) as often being less
important than its prestige or reputation for quality. He suggests that the main
focus of attention should be on the customers perceived service quality in order
to assist in differentiation. In its objective to deliver perceived excellence it can
be argued that the delivery of service quality is an important goal for educational
institutions. Variations of the total quality management framework are being
adopted by institutions to improve their competitive position and it is apparent
that customer satisfaction affects perceived quality which in turn affects
profitability. Perceived service quality (or, attitude towards the product) is an
important influence on students post-enrolment communication behavior and is
also of paramount strategic importance for the organization. As we concern, one
of the most important outcomes of the secondary education institution was the
students academic performance following by others. Academic performance will
contribute to the schools performance and thats explained how important the
academic performance to the institution is which it is also the goal orientation for
the institution existence.

68

The Student Learning Imperative, published by the American College

Personnel Association (1994), stresses the importance of systematically
assessing the outcomes associated with college attendance as a way to improve
institutional productivity. One area that has been given increasing attention is
students satisfaction with various components of the college experience (Astin,
1993; Astin et al, 1987; Strange, 1991). Students who persist to graduation report
higher levels of satisfaction with their institution than students who are not
retained (Astin, 1993, Nelson, Scott & Bryan, 1984; Starr, Betz & Menne, 1972.)
All the statements will drive us to the question of how to satisfy or to fulfill the
students as customer or consumer and how it becomes the factors that influence
the students academic performance. The measurement of students satisfaction
can be useful to post secondary institutions, to help them to pin point their
strengths and identify areas for improvement. Satisfaction ratings go beyond
teaching assessments, which have a narrow focus, to include broader aspects of
the student learning experience. To grasp the complexity of that learning
experience, it is not enough to know the degree to which students are satisfied, it
is important to understand the factors that contribute to student satisfaction.
Determining which features of the student experience are most closely related to
satisfaction may provide information about actions that can be taken to maintain
high levels of satisfaction and improving students learning. Satisfaction,
consequently, is linked to customer loyalty and relationship commitment. There is
always the possibility that dissatisfied customers will praise an institution
following completion of their studies in order not to lose face among colleagues.

69

However, highly satisfied customers spread positive word-of-mouth, and in effect

become a walking, talking advertisement for an institution whose service has
pleased them, thus lowering the cost of attracting new applicants. Achieving
satisfaction thus provides a key competitive advantage for higher education
institutions.
Influences on student satisfaction have been the subject of a number of
studies. Amongst the most influential factors falls for example the attribute level
of performance (Oliva, Oliver & McMillan, 1992), the ease of obtaining
information (Oliva et al., 1992), the organizational constraint on choice
(Venkatesh, Smith & Rangaswamy, 2003). Also the prior experience with
products and services (Bolton & Drew, 1991) and the search time before
choosing the respective service (Andersen & Sullivan, 1983) have been proven
to significantly influence satisfaction.
Students can be regarded as customers. Factors influencing student
satisfaction can be divided into institutional factors and personal factors
(Appleton-Knapp 7 Krentler, 2006, p.255). Institutional factors related include the
quality of instructions (Lado, Cardone-Riportella & Rivera-Torres, 2003;
DeBourgh, 2003), the quality and promptness of the instructors feedback as well
as the clarity of his/her expectations (Fredicksen, Shea and Picket, 2000), the
teaching style of the instructor (Dana, Brwon and Dodd, 2001), plus the size of
classes (Krentler and Gundnitski, 2004).

70

Personal factors that have found to be predictors of students satisfaction

are age, gender, employment (Fredericksen et al., 2000), temperament and
preferred learning style (Strokes, 2003; Brokaw, Kennedy and Merz, 2004), in
addition to students grade point average (Porter and Umbach, 2001). Also
students involvement in school, the length of attendance as well as the number
of possible schools to choose from are valid variables (Horm, 2000). Moreover,
students expectations have been proven to influence students satisfaction (Low,
2000, p.2; Appleton-Knapp and Krentler, 2006; Gudlaugsson, 2009). Criticisms
arise of the customer-centered approach to education from a number of
sources. As far back as 1979, Fiske cautioned educators to beware of developing
and managing programs and institutional initiatives solely on the demands of
students. He avers that students are not necessarily in a position to determine
what is best for them. This view is reflected more recently by Driscoll and Wicks
(1998), who, in critiquing the student as customer model, acknowledge, It is
our fear that a strong customer orientation can subordinate the values and
objectives of academics and other stakeholders to the perceived needs and
wants of students (p. 59). Winer (1999) takes this argument a step further
suggesting that pursuing student satisfaction may actually undermine the mission
of schools. He also notes that all types of games can evolve related to class
evaluations under such a governing philosophy. Finally, in comparing the
customer/student-center approach to the product approach, Emery, Kramer and
Tian (2001) indicate that the customer-centered orientation may advance
enrollment gains and student satisfaction while learning outcomes and program

71

quality suffer. Student satisfaction and learning outcomes are not all-or-nothing
propositions.

Instead, evidence suggests they operate together to create

climates advantageous to student learning. Student satisfaction is often seen as

a positive driver of educational quality, it is also associated with actual
enhancement of academic performance. Graham and Gisi (2000) argue that
positive academic climate and responsive student services interact to yield
greatest satisfaction and student performance. This perspective is supported by
Kamemera, Rueben and Sillah (2003), who note that student satisfaction with the
academic environment and student services is correlated with academic
performance.
FOREIGN STUDIES
A lot of research on student satisfaction is utilizing the simple unidimensional Perceived Performance Model for their satisfaction analysis. This
approach is derived from the Expectation-Disconfirmation Model but it focuses
less on expectancies of customers. It is more powerful when products or services
are perceived in such a positive way that in the post-consumption response of
the costumer his/her initial expectations get depreciated. Considering the
application of this model to a student satisfaction research the easy construction
and analysis are clear advantages. An example of such an instrument is the
College Student Satisfaction Questionnaire (CSSQ). It is an adaptation from an
employees inventory created by Betz, Klingensmith and Menne (1970) and
focuses on the institutional performance only.

72

Other academics use the two-dimensional Expectation-Disconfirmation

Model as it is describe in theory. Such surveys were for instance conducted by
Franklin and Shemwell (1995) or Appleton-Knapp and Krentler (2006). The first
two researchers based their study on the SERVQUAL which has been developed
by Parasuraman and associates (1988). Consequently they administrated two
separate research batteries, one for expectations and one for perceptions, each
measuring the five identified dimensions: quality, reliability, responsiveness,
assurance, empathy and tangibles. Appleton-Knapp and Krentler (2006) chose to
ask participants directly to what extent their expectations have been fulfilled.
Their item list is much smaller and concentrated on classes only.
There are also other mixed forms of two-dimensional models. In addition
to the Perceived Performance Model some researchers for example also collect
items importance to achieve a two-dimensional representation (Polcyn, 1986).
Educational services are intangible, perishable and are produced and
consumed at the same time by the provider/teacher and the learner/student.
Therefore, the quality of this service cannot be measured objectively.
The environment of the education is changing dramatically over the years.
The technology advancement is one of the most important aspects in this regard.
This has tremendously improved and modified the ways of teaching and the
learning aspects. It demands the institutions to focus on customer-oriented
philosophy to satisfy their customers if they want to succeed. Educational
institutions have many customers: students, faculty, staff, alumni and donors. If

73

the students are not satisfied with the institution they will ultimately drop out and
this will affect all the customers.
Earlier studies and models on student satisfaction and retention conclude
that academic performance makes a part of student satisfaction. Measured by
the National Student Survey (2005), student satisfaction is a measure of
student's opinions of their university and so does not necessarily measure the
quality of an institution. According to Bolton (1998), there is a relationship
between customers retention, intentions and satisfaction and a satisfied
customer is a financial asset for the company. The most important goal of
education is to develop satisfied customers: students, parents and alumni, etc
(Seymour, 1972). Tinto (1975 and 1993), Baldridge, Kemerer, and Green (1982),
Reichheld (1996) and Keaveney and Young (1997) linked the satisfaction of
students which resulted from a positive experience to retention of the student in
that institute.
Synthesis and Relevance of the Reviewed Literature and Studies
The related literature and studies have considerably led the way for
conducting this study to highlight the significance of students levels of
satisfaction with the Strengthened Technical-Vocational Education Program
among Tech-Voc Schools in District 6 Division of City Schools Manila.
The review of related studies indicated that several local and foreign
institutions have been using Student Satisfaction instrument to improve the
quality of their students learning experiences. Apparently, the instruments by

74

these institutions have wider scope than the proposed Tech-Voc High School
Satisfaction Questionnaire (TVHSSQ) which was formatted based on the Key
Result Areas of the Strengthened Technical Vocational Education Program
(STVEP).
Locally, Malonzo (2001), and Ano (2008) developed a student satisfaction
evaluation instrument for Holy Angel University, Pampanga and Easter College,
Baguio. The two theses had significant similarities with the current research.
Basically, the phases in the development of their instrument were similar to the
phases undergone by the current study. Ano (2008) chose the faculty to write the
items for her instrument. While Malonzo (2001) determined the items through
focus group discussion with students. These two methodologies were undertaken
in preparing the current instrument. The proposed Tech-Voc High School
Satisfaction Questionnaire (TVHSSQ) was formatted into series of statements
not in question-type. The same format was used with the preceding satisfaction
survey instruments. But some significant differences arose. The student
satisfaction questionnaire of Malonzo (2001) and Ano (2008) caters to the
learners of higher education, while the present study was solely intended for
tech-voc high school students. Malonzo (2001) includes in his questionnaire the
degree of importance, while the current instrument did not. However, despite of
such differences the measurement of student satisfaction was considered as a
more comprehensive measurement tool to help the student experience to
improve the universality of education; as a better management tools that can

75

help schools to determine and adapt to the changing economic and social, better
seize the opportunity to meet the challenge.
The research of Valenzuela (2008) outlined the conditions of the technical
and vocational high schools in the Philippines in terms of areas of specialization,
curriculum implementation shares, teacher quality and quantity, physical
resources, quality and quantity of equipment and machines. While the
dissertation of Castillon (2010) has investigated the total quality management in
the implementation of STVEP in selected schools in Region X. And the
dissertation of Sor (2011) identified the predictors of organizational performance
of STVEP in the selected secondary tech-voc schools of Region IV-A,
Calabarzon. These three studies pertained with the Strengthened Technical
Vocational Education Program, though it did not focus on student satisfaction,
were considered by the researcher to be the most up-to-date related research
which was very helpful in laying out the conceptual framework of the study.
The study of Kruger (2009) is related to the present study in evaluating the
levels of satisfaction of the learners but have some differences because the
former used three-dimensional approach to the concept satisfaction while this
study utilized the uni-dimensional.
The Business Student Satisfaction Inventory of Maddox and Nicholson
(2008) are, indeed, rich in indicator in measuring student satisfaction. The
thoroughness of doing data analysis as established by Maddox and Nicholson
also become a guide in the methodology of the current research.

76

The study of Joseph and Joseph (1998) supports the investigation of the
researcher in viewing the students as customers, were students have been
categorized as the primary beneficiaries of education and hence should be
treated as customers. This perspective stems from the understanding that
educational institutions are highly competitive on the market with strategies being
aggressively developed to satisfy students needs in order to attract a sustainable
market share. Moreover those who regard students as primary customers
associate them as being involved in the input and output of the learning process.
The studies are in one way or another, slightly similar to the present
investigation in as much as they deal and cover the same ideas and concepts on
measuring learner satisfaction. The studies reviewed are useful to the researcher
as guides for deeper understanding of the ideas, concepts, and previous findings
of other studies on student satisfaction.

77

CHAPTER 3
RESEARCH METHODOLOGY
This chapter discussed the design and procedures undertaken during the
conduct of the study. It presented the research method used, respondent of the
study, instrument used, and validation of instrument, data gathering procedures
and statistical treatment of data.
Research Method Used
This study made use of the descriptive research method which is
designed for the researcher to gather information about present existing
conditions in the chosen field of study. This method encompasses all the data
gathered useful in adjusting or meeting the existing phenomenon. The survey
study was employed to measure the existing event without inquiring why it exists.
Respondent of the Study
The population of this study consisted of all fourth year students who were
enrolled in Tech-Voc courses during school year 2011-2012 in two Tech-Voc High
Schools in District 6 of the Division of City Schools Manila, namely Eulogio
Rodriguez Vocational High School in Nagtahan, Sampaloc and Elpidio Quirino
High School in Bacood, Sta. Mesa.
Sampling Technique
Lottery sampling selection was done, so that each respondent has an
equal chance of being selected. The respondents were selected from every

78

specialization they were assigned, picked out from a bowl, and a number written,
he/she was included in the sample.
Research Instrument
A questionnaire consisting of two parts was designed to collect the data
needed for the study. The first part of the questionnaire was designed to measure
the perceive experience of the students with the school, through the set of 35
statements that was intended to measure the students perceived experience. A
five-point Likert scale was used to gauge the learning satisfaction of the students
with the STVEP which as follows: 5-Extremely Satisfied; 4-Very Satisfied; 3-Quite
Satisfied; 2-Very Dissatisfied; 1-Extremely Dissatisfied. To simplify the task of
comparing a large number of variables to the satisfaction measure, they were
grouped into seven factors or STVEPs Key Result Areas based on the DepEd
Order 48, series of 2007. The second part of the questionnaire is for the
demographic items of the respondent, which includes the name of the
respondent, name of school, gender and course/ specialization taken. A good
part of students expression of satisfaction is related to factors other than the
educational experience itself; there are demographic characteristics and
outcomes that can influence satisfaction levels (BC and OWG, 2008). In
designing a suitable questionnaire for the study, the author was aided by the
Student Satisfaction Index of Malonzo (2001) as well as from the foreign: Student
Satisfaction Survey Questionnaire (Kruger, 2009) and the Business Student
Satisfaction Inventory (Maddox and Nicholson, 2008). Some parts of the
questionnaire were patterned from already existing surveys (NLSS, 2011; BC
79

and OWG, 2008) and studies (Hameed and Amjad, 2011); the researcher
structured other parts such as minor modifications of wording. Areas of concern,
about which students are asked to rate their satisfaction, derived from prior
consultations with students. Students, in effect, determine the questions in the
questionnaire on the basis of feedback from focus group session and interviews.
The usual approach with taught students is to convene focus groups of students
to identify those elements of their experience they regard as important, which are
then used as a basis for drawing up the questionnaire. The groups are selected
to reflect the variety of provision within the institution. They include groups from
each tech-voc schools and course of specialization, ensuring that a
representative number are selected and covered. Additionally, Tech-Voc High
School faculty members were invited by person to suggest items for inclusion in
the Inventory. The focal question of this inquiry was What would increase your
satisfaction as regards in the different Key Result Areas of STVEP ?. Follow-up,
brief interviews were conducted with faculty members who responded to the
request for input. These interviews permitted the creation of an initial set of 56
items for inclusion in the first iteration of the instrument. To achieve a high degree
of content validity of the test, a consultation and item inspection was made
through the expertise of the Directors and OIC of DepEds Technical-Vocational
Task Force; Principals of tech-voc high schools; TVE Heads, and Teachers.
Thus, the researcher discreetly formulated its Tech-Voc High School Satisfaction
Questionnaire (TVHSSQ) as the instrument to determine the student satisfaction
of tech-voc high school learners. .

80

Data-Gathering Procedure
In collecting and gathering the data needed, the researcher got permission
to conduct the study from the Superintendent and school principals requesting
permission to allow the researcher to administer the questionnaires in two (2)
tech-voc high schools of District 6, Division of City Schools Manila.
In designing a suitable questionnaire for the study, the author was aided
by the Student Satisfaction Survey Questionnaire (Kruger, 2009) and the
Business Student Satisfaction Inventory (Maddox and Nicholson, 2008). Some
parts of the questionnaire were patterned from already existing surveys (NLSS,
2011; BC and OWG, 2008) and studies (Hameed and Amjad, 2011; Malonzo,
2001); the researcher structured other parts such as minor modifications of
wording. Areas of concern, about which students are asked to rate their
satisfaction, derived from prior consultations with students, tech-voc experts,
practitioners and research adviser.
The study undertaken random sampling of respondents and schedules the
administration of questionnaire with the respondents. After the survey
questionnaires were administered, the data was elicited and tabulated and
appropriate statistical tools were used to answer the specific problems of this
research.
Statistical Treatment of Data
The data collected in this research were organized and classified based
on the research design and statistically analyzed with help of parametric
instruments such as the following:

81

1. Frequency and Percentage

The percentage and frequency distributions were used to classify the
respondents according to personal background variables such as gender, age,
specialization,

fathers highest

educational

attainment,

mothers highest

educational attainment, number of siblings, and monthly family income. The

percentage of an item is computed by dividing it with the sample total number of
respondents who participated in the survey. The formula for percentage is:

P = F/N x 100 %
Where:
F = frequency
N = number of respondent

2. Weighted Mean
The weighted mean was used to determine the mean ratings of the
respondents pertaining to their level of satisfaction. The formula is given by
Freund and Simon (1992):
=

f x
n

Where:
= weighted mean
= number of respondents with the response or rating
= response or rating of the ith respondent
n= number of respondents
82

3.1. T- test
The independent sample t-test was used to determine the
significance of the difference in the level of satisfaction of the respondents when
they are grouped according to gender. The formula is given as follows (Watpole,
2000):

Where:
N1 = number of respondents in the first category
N2 = number of respondents in the second category
d.f. = N1 + N2, degrees of freedom
1 = mean of rating of the first category
2 = mean of rating of the second category
S1= standard deviation of the first category
S2= standard deviation of the second category

83

3.2. ANOVA F-Test

The F-Test through the One-way Analysis of Variance (ANOVA) was
used to determine the significance of the difference in the level of satisfaction of
the respondents when they are grouped according to age, specialization, fathers
highest educational attainment, mothers highest educational attainment, number
of siblings, and monthly family income. The formulas are given by the one-way
ANOVA below (Freud & Perles, 1993):
Source of Variation

Degrees of Freedom Sum of Significance

Between Groups

K-1

SSA

Within Groups

N-K

SSW

TOTAL

N-1

Mean Square

MSA=

SSA
K1

MSA
MSW

1
T ..2
SST= xj - N

MSW =

SSW
N K

SST
T
SSA= N

1
T ..2
N

SSW= SST-

SSA
Where:

xj= jth observation of the ith group

K= number of groups

84

N = number of observations in the ith group

N= total number of respondents
T = total of the observations for the ith group

T .. = grand total of all the data

3.3. Likert Scale
To interpret the level of satisfaction of the respondents, the Likert
Scale method (Emory, 1993) of Summated Ratings was used in the study. The
Likert Scaling Technique assigns one scale value of each the different responses.
To analyze responses to a Likert Scale, each category is assigned a numerical
value such as Extremely Satisfied which is equal to 5 and Extremely Dissatisfied
which is equal to 1. The total assigned value will be determined by using
weighted mean. The scoring systems for each item must be such that a high
score consistently reflects a favorable response and a low score consistently
reflects an unfavorable response.
The consolidated points from the respondents answers to each item
over a five-point scale were as follows:
Scale Value Statistical Limit

Interpretation

4.21 5.00

Extremely Satisfied

3.41 4.20

Very Satisfied
85

2.61 3.40

Moderately Satisfied

1.81 2.60

Very Dissatisfied

1.00 1.80

Extremely Dissatisfied

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results of the empirical research on student
satisfaction with the STVEP among students in two (2) Tech-Voc High Schools of
District VI of the Division of City Schools, Manila.
This study revealed the level of satisfaction with the STVEP using the
evaluated and validated survey instrument distributed in two (2) technicalvocational high schools. In this study, the level of satisfaction was based on its
Key Result Areas: Curriculum Development; Training Interventions; Textbooks
and

Modules;

Tools,

Equipments

and

Facilities;

School

Management

Development; Student Activities and Projects; and, Stakeholders Involvement.

The significant differences between the levels of satisfaction on the key
result areas when respondents are grouped in terms of: Gender; Age;
Specialization; Fathers Highest Educational Attainment; Mothers Highest
Educational Attainment; Number of Siblings; and, Monthly Family Income are
presented and interpreted in this chapter.
Problem 1. Profile of the Respondents
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Table 1
Distribution of the Respondents by Gender
Gender
Female
Male
Total

Frequency
211
202
413

Percent
51.1
48.9
100.0

Table 1 shows the frequency and percent distribution of the respondents in

terms of gender. As shown in the table, 211 or 51.1 percent of the respondents
are female and 202 or 48.9 percent were male. The figure reveals that female
students outnumber the male students in enrollment.This information is common
in the Philippines where the statistics completion rates in high school of females
were consistently higher than males (Philippine Commission on Women, 2012).
One reason, is supported by a research finding that boys are also at more at risk
of nonparticipation in school (about 7 times more likely) than girls (PDIS, 2012).
Table 2
Distribution of the Respondents by Age
Age
16
15
17
18
No Response
19
20 above
Total

Frequency
222
136
32
12
6
3
2
413

Percent
53.8
32.9
7.7
2.9
1.5
0.7
0.5
100.0

Table 2 exhibits the frequency and percent distribution of the respondents

in terms of age. As exhibited in the table, 222 or 53.8 percent of the respondents
reached fourth year secondary level at the age of 16 which indicate that these
87

students entered high school when they are 13 years old, the normal entry age of
Filipino in secondary level. Still, there were these enrollees who were 17, 18, 19
and as old as 20 years and above. It can be inferred that with the combined
proportion, 11.8 percent of the respondents were considered to be over-age in
the Philippine secondary education system (PDIS, 2012). However this figure
presents a positive indication where drop-outs continue their schooling, moving
closer to Department of Educations goal of making quality basic education
accessible to all.
Table 3
Distribution of the Respondents by Specialization
Specialization
Cosmetology
Electronics Technology
Automotive Technology
Commercial Cooking
Furniture & Cabinet
Making
Service Building &
Wiring Installation
Computer Hardware
Servicing
Food & Beverage
Service
Garments
Machine Shop
Technology
Plumbing
Welding Technology
Total

Frequency
62
58
52
46
41

Percent
15.0
14.0
12.6
11.2
9.9

41

9.9

38

9.2

31

7.5

21
12

5.1
2.9

9
2
413

2.2
0.5
100.0

Table 3 highlight the distribution of respondents by their specialization

course, where

62 respondents or 15 percent, mostly were taking up

88

Cosmetology, followed by the 58 students or 14 percent that were specializing

the craft in Electonics Technology while the program in Plumbing and Welding
Technology landed at the bottom with the lowest number of respondents. With
the concurrence of

parents of the students, learners has the prerogative of

choosing their ideal specialization course and not based on gender.

Prior to the result it can be gleaned that the Cosmetology program ranked
amongst the thirteen courses of the STVEP evoking the highest job outlook for
tech-voc students. If we will base this fact on a foreign literature, Filipino high
school graduates who took up Cosmetology would have brighter opportunity to
have job or establish a business. According to the U.S. Bureau of Labor
Statistics, 46 percent of barbers and cosmetologists are self-employed. However,
the field of cosmetology is expected to grow faster than average until 2016. The
U.S Bureau of Labor Statistics reports average salaries of between $22,000 and
$41,000 annually. Students just starting out can expect salaries on the lower end
of the scale, but after a few years of experience and continuing education,
students can earn well over the average salary. Cosmetologists who work for
high-end salons can expect slightly higher salaries, due to larger tips. In addition,
cosmetologists who have extra education in a different field such as nail
technology or massage therapy can offer extra services to increase income. On
the other hand, next after the Cosmetology program is the Electronics
Technology which acquired 14 percent of the respondents. This number of
aspirants in this field might face some struggle once they finish their studies.
Electronics technologists, also known as electrical technicians, work with

89

electronics systems or equipment, and they must have knowledge of computers,

engineering and current technological parts. Though education requirements
may not be as strenuous as other careers paths, unfortunately, electronic
technologists are not expected to enjoy good job prospects. According to the
Department of Labor and Employment, electrical and electronic engineering
technicians are expected to see an employment growth of only two percent for
the 2010-2020 decade (www.dole.gov.ph). This slow growth may be due to
international competition in the development of electronic goods. Another reason
may be the streamlining of the design process in general, per the Department of
Labor and Employment.
It is noteworthy that students do not realize the real value of a skilled and
physical profession yet high earning job. The data shows that the specialization
both in the Plumbing and Welding Technology ranked the lowest amongst the
program offered by the Tech-Voc schools. In our country, construction job is
viewed as menial and notoriously unstable. Employment is guaranteed only for
the short duration of the project, and so workers could be between projects for
periods of time. Also, work is sometimes available only in certain areas as the
amount of construction in any given area is fluid. Workers may have to travel to
remote sites. The construction industry is extremely susceptible to fluctuations in
the economy; however, the work of pipe layers, pipefitters, plumbers, and
welders is less susceptible since repairs and maintenance of pipe systems is still
necessary as well as fabricating and repairing metal products. According to the
International Labor Organization, workers in this area have some of the highest
90

incomes in the whole construction industry. The majority of pipe layers made
between $11.00/hour and $18.40/hour in 2002, with a median of $13.70. The
lowest tenth on the pay scale made under $9.20/hour and the highest tenth made
over $24.30/hour. The majority of plumbers, pipefitters, and steamfitters made
between $14.70/hour and $25.90/hour with a median of $19.30/hour. The lowest
tenth on the pay scale made under $11.20/hour and the highest tenth made over
$32.30/hour. Median wages varied according to where plumbers, pipefitters, and
steamfitters were employed. Those who worked in non-residential building
construction or for building equipment contractors had a median income of about
$19.60/hour (www.ilo.org). While the specialization in Welding Technology was
least notice here in the Philippines, the U.S. Bureau of Labor Statistics predicts
that the field of welding will grow by 5 percent through 2016, creating 22,000 new
jobs overseas. In the United States alone, the states with the highest
concentration of welders were Wyoming and Louisiana, where workers earned
average salaries of $46,480, and $39,830, respectively. The states with the
highest annual average pay for welders were Alaska at $55,200 and Hawaii at
$51,380. With these income and compensation in mind, Welding Technology
should be aggressively pushed by the Technical-Vocational schools to young
Filipinos as a technical-vocational education option in view of the global demand.
TESDA should also encourage tech-voc schools to improve their equipment and
facilities so that young welders will have a good reputation for their quality skills
here and in other countries.
Table 4
91

Distribution of the Respondents by Fathers

Highest Educational Attainment
Fathers Highest
Frequency
Percent
Educational Attainment
College
195
47.2
High School
167
40.4
Vocational
28
6.9
Elementary
20
4.8
No Response
3
0.7
Total
413
100.0
Table 4 presents the respondents fathers higest educational attainment
through percentage and frequency distribution. The table point out that most
head of the household were college degree holders with a frequency of 195. This
is a good indicator of academic champion within the primary social unit. Although
30.8 percent or majority of the respondents earn below the 10,000 peso income
as shown in Table 7, the 47.2 percent heads of the family were also the
progenitors of higher education. This data support literature and research
findings which pointed to fathers educational attainment to be one of the most
critical variables in the mortality of children across the world (Desai & Alva, 1998;
Elo & Preston, 1996) and seems to be a major variable in childrens well-being in
general (Chen, Matthews, & Boyce, 2002).
Even though education is by no means a quick intervention, it is more
permanent and perhaps has more impact on the home environment across youth
development than what might be expected from temporary increases in income.
Some researchers would suggest that it is hard to intervene on paternal
educational attainment (Lee and Croninger, 1994). Research using experimental
intervention studies, however, suggests that it is possible to make a difference
even from small increases (Magnuson and McGroder, 2001). The foundations of
92

an intervention already exist in the Philippines, where education is available to

all citizens. What would be needed are not additional buildings or agencies but
the review of programs and policies. If more parents, and subsequently more
children, can become better educated, it might lead to better outcomes for
children, as has been found in the health literature.
Table 5
Distribution of the Respondents by Mothers
Highest Educational Attainment
Mothers Highest
Educational Attainment
College
High School
Elementary
Vocational
No Response
Total

Frequency

Percent

209
175
16
12
1
413

50.6
42.4
3.9
2.9
0.2
100.0

Table 5 gives the frequency distribution and percentage of the

respondents by mothers highest educational attainment. Corresponding Table 4,
the greater number of the respondents mother or 50.6 percent had also finished
college. Followed by the 42.4 percent of High School, then 3.9 percent of
Elementary and fourthly of Vocational with 2.9 percent. The 209 mothers of the
respondents serves as an important determinant of education. Raising the skills
and education of incumbent workers not only makes them more productive in the
workplace but also contributes to the education of their children (Lynch 2000).
Implicit in this policy prescription is the assumption that human capital
investments undertaken by women while they are mothering children will have

93

positive effects on family outcomes. It is not clear that this assumption is justified
by theory. A simple model of household time allocation would suggest that time
spent on human capital investment would reduce time spent with children, and
thus negatively impact child outcomes. Alternatively, maternal time in education
and training activities may have positive spillover effects on investment in
children, including role model effects, improved ability to help with homework,
and improved ability to navigate the educational system. In addition, increased
family income associated with the attainment of higher levels of maternal
education may also have a positive effect on childrens outcomes (Schmidt and
Moore,2004).
Table 6
Distribution of the Respondents by Number of Siblings
Number of Siblings
5 and above
3
4
2
1
None
Total

Frequency
108
106
93
72
23
11
413

Percent
26.2
25.6
22.5
17.4
5.6
2.7
100.0

Table 6 provides the distribution of respondents by number of siblings.

Most respondents with a percentage of 26.2 has a count of 5 and above siblings,
followed by 25.6 percent that has 3siblings and 22.5 percent having siblings of 4.
Figure results shows that students of technical-vocational high school
considerably belongs to a large household as compared to the average family

94

size of five (NSCB,2012) which conceptually and ideally composed of two

parents and three siblings.
Concerning the impact of sibling number on education, the Philippine
Institute for Developmental Studies conducted by Orbeta Jr. (2005) constitute a
research on this, found out that children 13-17 years old are negatively affected
by the number of siblings and show a significant relationship between the
schooling in families with at least four or five children.
Table 7
Distribution of the Respondents by Monthly Family Income
Monthly Family Income
Below 7,000
7,000- 9,000

Frequency
127

Percent
30.8

85

20.8

77

18.6

55

13.4

18,000 1 9,000

34

8.2

2 0,000 Above

34

8.2

413

100.0

1 0,000-

13,000
14,000- 17,000

Total

Table 7 shows the frequency and percentage distribution of the

respondents in terms of monthly family income. As shown in the table, 127 or
30.8 percent of the respondents family earn below

7,000 and followed by

the 20.8 percent of those who have a monthly family income of

7,000-

95

9,000. To breach the poverty line the National Statistical Coordination Board
(NSCB) computed that the average poverty threshold for a family of five in the
National Capital Region in year 2012 is at

8, 945 a month. While the Social

Weather Stations (SWS) computed that in the National Capital Region, food cost
for families with 1 to 2 members was

need

5, 000 a month while 3 to 4 members

5, 500. Families with 5 to 6 members and 7 to 8 members need an

average food budget of

7, 000 a month while families with more than 9

members need 8, 000 a month to keep from being food poor. The National
Household Targeting System for Poverty Reduction, which identifies who and
where the poor are in the country, estimates that 5.2 million families earns

3,460a month while the second poorest quintile, consisting of 4.1 million families,
has a income of

6 ,073. If we compare these findings from the data of Table

7, majority of the respondents are regarded as poor. It is worrisome as

socioeconomically disadvantaged high school students have higher dropout rates
according to the government think tank Philippine Institute for Development
Studies (PIDS). The PIDS added, In comparison, almost all 98 percent of the
richest 30 percent completed elementary education. Moreover, while 71 percent
of young adults [20- to 24-year-olds] for the country as a whole completed
secondary education, only 46 percent of the poorest 30 percent completed it.
96

This is about half of what the richest 30 percent have achieved 90 percent. The
think tank, the governments economic research arm, said under-performance of
the basic-education sector in the country has likely been exacerbated by the
failure of the income of the poor to rise rapidly in the past decade.
School participation is inversely related to income as stated by the
Philippine Institute for Development Studies (2012): statistics on Adjusted Net
Attendance Rates for secondary levels are observed to be higher among higher
income classes. Poor families tend to be headed by persons with low levels of
education, who themselves may not put as much premium on the schooling of
children in the household. Albert (2011) examines panel data of Annual Poverty
Indicator Survey households and observes that children from families that
experience income shocks tend to have a higher incidence of children who are
not in school, suggesting that families cope with their income shocks by not
sending their children to school. Children from poor families, especially at
secondary-school age, are expected to contribute to family income, and often,
these children have to sacrifice their schooling. Among the secondary-school age
children that are not in school, both the two latest rounds of the Annual Poverty
Indicator Survey (conducted in 2007 and 2008) as well as the corresponding
Labor Force Survey rounds when these surveys were conducted indicate that
about 0.4 million are engaged in labor (three fourths of whom are boys). Even
among children aged 5 to 15 that are currently in school, 0.6 million are in
economic activities and maybe at risk of not completing their schooling. Thus,
government has been engaged in attempts to address demand-side issues

97

through a number of interventions, such as a conditional cash transfer program

called the Programang Pantawid Pamilyang Pilipino (4Ps).
Although poverty certainly is a major threat for child development, a closer
look at the underlying mechanisms may help explain why so many poor children
perform well in school despite restricted material resources. If parents are
successful in providing an emotionally stable and stimulating environment, the
negative effects of nancial restrictions can be minimized. This finding is
consistent with evidence that the influence of family income declines as children
age (Duncan and Brooks-Gunn, 1997). Although poverty has an important
relation to developmental outcomes in the early years of development, it may
have less influence on outcomes during middle childhood and adolescence.
During these years, parents education may help parents be more efficient
teachers at home because they are more likely to know something about what
the children are being taught and thus able to help with homework and to provide
appropriate cognitive stimulation when children are not in school (Alexander et
al., 1994).
A good part of students expression of satisfaction according to British
Columbia Outcomes Working Group (2008) is related to factors other than the
educational experience itself; there are demographic characteristics and
outcomes that can influence satisfaction levels. Although these factors are
outside the direct control of secondary institutions, using them in the analysis
contributes to an understanding of what makes students satisfied.

98

Problem 2. Level of Satisfaction of the Respondents

Table 8
Respondents Level of Satisfaction on Curriculum Development

Statement
Diagnostic test, Mid-Year/ Year-End Test, Periodic
Test are regularly administered.
Competency-Based Curriculum (CBC) is followed
and properly implemented.
My specialization course is demand-driven and
community based.
Tech-Voc concepts are appropriately connected in
academic subjects.
Instructional materials are suited to the needs of
the learners.
Grand Mean

Weighted
Mean

Verbal
Interpretatio
n

4.21

Very Satisfied

4.04

Very Satisfied

4.04

Very Satisfied

3.96

Very Satisfied

3.90
4.03

Very Satisfied
Very Satisfied

It can be seen in Table 8 that the respondents are very satisfied with all
items under curriculum development. Diagnostic test, Mid-Year/Year-End Test,
Periodic Test are regularly administered obtained the highest weighted mean of
4.21. This is followed by Competency-Based Curriculum (CBC) is followed and
properly implemented and My specialization course is demand-driven and
community-based with weighted mean of 4.04. The last two items Tech-Voc
concepts are appropriately connected in academic subjects and Instructional
materials are suited to the needs of the learners were rated 3.96 and 3.90
respectively. As a whole, the respondents level of satisfaction on the curriculum
was rated 4.03.

99

Instructional materials are suited to the needs of the learners obtaining the
lowest weighted mean may indicate that the respondents feel the instructional
materials are not well organized, not well constructed and not properly presented
for a successful teachinglearning to be achieved. Right, in her article The
Importance

of

Learning

Materials

in

Teaching,

(http://www.ehow.com/

about_6628852_importance-learning-materials-teaching.html#ixzz21UTyxoV2,
accessed July 24, 2012) stated that Teaching materials can support student
learning and increase student success. Ideally, the teaching materials will be
tailored to the content in which they're being used, to the students in whose class
they are being used, and the teacher. Teaching materials come in many shapes
and sizes, but they all have in common the ability to support student learning.
Learning materials can assist teachers in an important professional duty: the
differentiation of instruction; that is, tailoring of lessons and instruction to the
different learning styles and capacities within the classroom.
Table 9
Respondents Level of Satisfaction on Training Intervention

Statement
It exposed the students to the actual technical
aspects and technology of a particular course of
specialization.
The training is aligned to the curriculum and
TESDA Training and Regulations.
Provides evident improvement in learning.
It provides students the oppurtunity for career
exploration.

Weighted
Mean

Verbal
Interpretatio
n

4.19

Very
Satisfied

4.17

Very Satisfied

4.15

Very Satisfied

4.15

Very Satisfied
100

It connects a link in entering college, employment

and entrepreneurship.
Grand Mean

4.07
4.14

Very Satisfied
Very Satisfied

Table 9 presents the respondents level of satisfaction on training

intervention. As exhinibited all five statements refering to the key result area of
STVEP Training Intervention, gathered a grand mean of 4.14 or interpreted as
Very Satisfied. It exposed the students to the actual technical aspects and
technology of a particular course of specialization acquired the highest weighted
mean of 4.19. These demonstrate that the Strengthened Technical-Vocational
Education Program on the perception, and as experience by the student has
been a labor/work driven reform. What are thought inside the classrooms are the
real occurrences in the trade. It was an education reform that could have added
economic value that will translate to improved future labor market outcomes
(Labrador 2008). Next after it, is the statement The training is aligned to the
curriculum and TESDA Training and Regulations which obtained a weighted
mean of 4.17. Based on DepEd Order No.48, S. 2007, schools utilizing STVEP
should strictly adhere to TESDAs Training Regulations and Standards. As the
weighted mean shows it was really adopted. Schools aligning its curriculum with
it have the greater chance of becoming the center of excellence for field of
specializations in Arts and Trades (DepEd Order No.42, S. 2008) whereas
students hurdling various competency test administered by TESDA and gaining
National Certificates. Two items equaled at number three position having a
weighted mean of 4.15, these are Training Interventions provides evident

101

improvement in learning and It provides students the oppurtunity for career

exploration.
The item It connects a link in entering college, employment and
entrepreneurship with a weighted mean of 4.07 form the bottom of the scale.
When young people think of their futures, they usually think of completing fouryear courses in college and landing jobs in the many corporations all over the
country. However, going through formal education in colleges and universities
usually takes a long time and requires a lot of money. Not all families can afford
to support their children through four years of college. Still, they can have
brighter futures even without college diplomas, thanks to the special skills they
can acquire through STVEP training intervention. New blue-collar or skilled
workers can earn as much as or even more than their white-collar college-trained
friends. Given proper training and opportunities, future skilled workers now face
better chances of landing good jobs and starting businesses of their own. The
item It connects a link to the student in entering higher education, world of work
and entrepreneurship seems needs greater emphasis in implementing the
STVEP. As the K12 was carried out in our current high school system, tech-voc
students should be brought to becoming apprentices in industry or otherwise
be assisted by the academe experts and eventually take up gainful employment
or business.
Table 10
Respondents Level of Satisfaction on Modules

102

Weighted
Mean

Verbal
Interpretatio
n

Module lessons encourage higher thinking level.

Modules provided are comprehensive, up-to-date,
organized and easy to learn.

4.04

Very Satisfied

4.03

Very Satisfied

Modules are acesible and well distributed.

Module content is supported by other textbooks
and references.

3.98

Very Satisfied

3.96

Very Satisfied

Modules are linked to other subject areas.

Grand Mean

3.74
3.95

Very Satisfied
Very Satisfied

Statement

Table 10 exhibits that the respondents are very satisfied with all items under
Module. Module lessons encourage higher thinking level held highest weighted
mean of 4.04 followed by the declaration Modules provided are comprehensive, upto-date, organized and easy to learn with weighted mean of 4.03. Modules are
acesible and well distributed was next above the second rank rated 3.98. The last
two items Module content is supported by other textbooks and references and
Modules are linked to other subject area were rated 3.96 and 3.74 respectively.
Modules are linked to other subject area, is an item that needs to stress on.
Connecting the content of the module with other discipline and competency could
entail more dynamic learning. For instance, the Module used in Food Technology IV
is sole purposely for baking cakes, breads and pastry. Reviewing what is in it, you
can realize that it lacks cognitive assistance both in Math and Science, which are
essential facts other than recipe. It could be more instructional if students are taught
and backed up with more scientific explanations and mathematical principles, thus
avoiding inaccuracy and to be mythical. An increment of knowledge through other
103

subject areas could also help students to be problem solvers. Trouble shooting of
errors they may encounter helps; them deal and overcome it which apparently
results to a strong personal character.

Table 11
Respondents Level of Satisfaction on Tools, Equipments and Facilities
Weighted
Mean

Verbal
Interpretatio
n

Tools and equipments are accesible to students

for knowledge application and transfer of
learnings and skills.

4.06

Very Satisfied

Workshops and laboratory areas are properly

managed and well-maintained.

4.02

Very Satisfied

Statement

104

Tools and equipments are properly used and wellmaintained.

Workshops and laboratory rooms are adequate
and accessible to students for demonstration and
practicum purposes.
Tools and equipments in my specialization course
are supplied enough.
Grand Mean

4.02

Very Satisfied

4.01

Very Satisfied

3.97
4.02

Very Satisfied
Very Satisfied

It has to be notice that in Table 11 the respondents level of satisfaction on

Tools, Equipments and Facilities are very satisfied having a grand mean of 4.02.
A significantly very satisfying under this key result area is the statement that
Tools and equipments are accesible to students for knowledge application and
transfer of learnings and skills held the top rank rated 4.06. Then followed by the
items Tools and equipments are properly used and well-maintained and
Workshops and laboratory areas are properly managed and well-maintained
both with weighted mean of 4.02. Workshops and laboratory rooms are
adequate and accessible to students for demonstration and practicum purposes
ranked number three and had a rate of 4.01 while respondents feel least very
satisfied with the statement that Tools and equipments in my specialization
course are supplied enough when it obtained a weighted mean of 3.96. This
lowest item elicit the typical dilemma of the technical and vocational high schools
in the Philippines. This data support the study done by SEAMEO INNOTECH
(Valenzuela, 2008) that the average percentages of usable equipment and
machines throughout the country are 84.63% and 81.82%, respectively. It should,

105

however, be noted that most of these equipment and machines may be

outmoded and not sufficiently provided.
Table 12
Respondents Level of Satisfaction on School Management

Statement
Teachers develop the competency level of 4th
year students prior to the National Certificate
Assessment.
School Administration and Department Heads are
well-trained in implementing the STVEP.
Teachers are experts in teaching their
specialization courses and are NC holders.
Supreme Student Government (SSG) is actively
involved in supporting School-Based Management
Program.
Non-teaching staff are skillful in providing nonteaching support to students
Grand Mean

Weighted
Mean

Verbal
Interpretatio
n

4.18

Very Satisfied

4.15

Very Satisfied

4.07

Very Satisfied

3.77

Very Satisfied

3.63

Very Satisfied

3.96

Very Satisfied

Table 12 presents the respondents level of satisfaction on School

Management. The statement Teachers develop the competency level of 4th year
students prior to the National Certificate Assessment form the uppermost of the
scale with 4.18. It is followed by item School Administration and Department
Heads are well-trained in implementing the STVEP which acquired a weighted
mean of 4.15. Teachers are experts in teaching their specialization courses and
are NC holders ranked third and gathered a weighted mean of 4.07. Supreme
Student Governments (SSG) active involvement in supporting School-Based

106

Management Program held the fourth position of 3.77, while the item Nonteaching staff are skillful in providing non-teaching support to students garnered
3.63 forming the last rank of the scale. Overall, with a grand mean of 3.96 the
respondents are very satisfied in terms of school management.
It can be seen that the item prior to the National Certificate Assessment
of TESDA teachers develops the competency level of the graduating students,
stand out. It was a good indicator that the respondents experienced and received
the right instructions and trainings provided by their teachers. Passing the
assessment, students obtain the certificate of competency that secures
employment admission in the future which complements the governments
program for economic recovery and social uplift. Noteworthy also, is the thirdrank item Teachers are experts in teaching their specialization courses and are
NC holders. This data shows that technical-vocational teachers are moving
forward on their field of expertise in line with the thriving industries to which
students are confident enough on their

teaching capacity vis--vis to the

negative publicity of our current technical-vocational education system.

Table 13
Respondents Level of Satisfaction on Student Activities and Projects
Verbal
Weighted
Statement
Interpretatio
Mean
n
Student activities and projects promotes
4.09
Very Satisfied
opportunities in acquiring employable and
107

entrepreneurial skills.
Student activities and projects engage students in
active learning.
It is appealing to wide range of abilities and
interests.
Student activities and projects are well-iplemented.
Student activities and projects are monitored and
evaluated for effective implementation.
Student activities and projects are well-iplemented
Grand Mean

4.05

Very Satisfied

3.97

Very Satisfied

3.97

Very Satisfied

3.94
4.00

Very Satisfied
Very Satisfied

Table 13 exhibits that the respondents are very satisfied with all
items under Student Activities and Projects. Student activities and projects
promotes opportunities in acquiring employable and entrepreneurial skills held
highest weighted mean of 4.09 followed by the declaration Student activities
and projects engage students in active learning with weighted mean of 4.05.
Next above the second rank are the items It is appealing to wide range of
abilities and interests and Student activities and projects are monitored and
evaluated for effective implementation both with weighted mean of 3.97. Last
to form the bottom of the scale is the item Student activities and projects are
well-iplemented rated 3.94. This least likely item about learners activities and
school projects depicts the problem of a not well-planned program. Though
the STVEP-CBC s objectives were likely to turn out well, but the lack of
materials and lack of preparation encumbers it. DepEd just revised the
curriculum but they did not provide enough instructional materials such as
updated references, high quality tools and equipments, and rubrics. Each

108

pedagogue knew the importance of student activities and projects in teachinglearning experience. Projects give students opportunities to perform other than
tests which can be especially important in demanding courses of tech-voc
since they may not perform well on their tests. Projects provided students a
chance to learn at home or at school and in a different format than the normal
lectures and homework assignments. Projects are an easy way to incorporate
literacy and creativity into learning and assessment (Becky, 2010). Considering
its significance the need for its proper implementation is compelling.
Table 14
Respondents Level of Satisfaction on Stakeholders Involvement

Statement
Alumni and concerned idividuals are supportive of
education.
Universities and Colleges are helpful in improving
school projects and programs.
PTCA and School Faculty unitely supportive of
education.
Local business owners and manufacturers are
supportive in improving school projects and
programs.
Barangays and City Officials of Manila are actively
involved in school programs and projects.
Grand Mean

Weighted
Mean

Verbal
Interpretatio
n

3.94

Very Satisfied

3.81

Very Satisfied

3.80

Very Satisfied

3.78

Very Satisfied

3.69
3.80

Very Satisfied
Very Satisfied

Table 14 presents the respondents level of satisfaction on

Stakeholders Involvement. The statement Alumni and concerned idividuals are
supportive of education form the uppermost of the scale with 3.94. It is followed
109

by item Universities and Colleges are helpful in improving school projects and
programs which acquired a weighted mean of 3.81. PTCA and School Faculty
unitely supportive of education ranked third and gathered a weighted mean of
3.80. Local business owners and manufacturers are supportive in improving
school projects and programs held the fourth position at 3.78, while the item
Barangays and City Officials of Manila are actively involved in school programs
and projects garnered 3.69 forming the fifth rank of the scale. Overall, with a
grand mean of 3.96 the respondents are very satisfied in terms of stakeholders
involvement.
Learning institutions need to embrace the concept of a learning
community by encouraging and institutionalizing parental, instructional, and peer
mentoring programs to develop good study habits and positive learning attitudes
among tech-voc high school students. The data provides a glimpse of how the
students see and feel about the involvement of the Barangays and City Officials
of Manila in school programs and projects. Being at the bottom of the survey,
students of course do not go deeper unto the technicalities of Republic Act 7160
or otherwise known as the Local Government Code of 1991 nor examine the
utilization of Special Education Fund (SEF). It is only how these young learners
perceive and experience the short arm of local governance. A recommendation
made based on a study conducted by the Philippine Institute for Development
Studies by Manasan, Celestino and Cuenca (2011) highlight the need to improve
the governance of Local School boards. Related to this, the measures proposed
include: clearer guidelines on preparation of the Local School Board budget, the

110

establishment of needs-based criteria in allocating Special Education Fund

across schools to ensure its efficient and effective use, and institutionalization of
greater transparency between DepEd and LGUs in terms of reporting of
resources that schools receive from the DepEd budget, on the one hand, and
actual Special Education Fund collections and its utilization during the budget
year, on the other hand, in order to foster better working relationship in the Local
School Board.
Problem 3. Significant Difference in the Level of Satisfaction on the Key
Result Areas When Respondents are Grouped by Profile
Table 15
By Respondents Gender
Aspects

t-value

Decision

Remarks

1.025
1.434
0.683
0.500

pvalue
0.306
0.152
0.495
0.617

Curriculum Development
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement

Accept Ho
Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant
Not Significant

1.014
-0.885
0.272

0.311
0.377
0.786

Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant

Result shows that there is no significant difference in the level of

satisfaction on the Key Result Areas between the percentages of male and
female. This is shown in the p-values of each KRA as oppose with the P-value for
statistical significance

which is defined as P> 0.05. For instance, the KRA

Curriculum Development has a 0.306 p-value. The KRA Training Intervention has

111

its p-value of 0.152. KRA Modules has the p-value of 0.495. Tools, Equipment
and Facilities has 0.617. The KRA School Management has a p-value of 0.311.
Student Activities and Projects 0.377, while the KRA Stakeholders Involvement
has its p-value of 0.786. This means it would result in the acceptance of the null
hypothesis at the 5% (significance) level that being a male or female student
does not influence their satisfaction of learning in the tech-voc program.
Table 16
By Respondents Age
Aspects

F-value

Decision

Remarks

0.643
1.242
0.849
0.618

pvalue
0.667
0.288
0.516
0.686

Curriculum Development
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement

Accept Ho
Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant
Not Significant

1.339
0.994
0.501

0.247
0.421
0.775

Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant

Table 17 shows the test of significant difference between the respondents

age and the level of satisfaction with the STVEP through its KRAs has a P-value
that is greater than the assumed level of significance of 0.05, therefore the null
hypothesis was accepted. KRA Curriculum Development has a p-value of 0.667.
Training Intervention is 0.288. Modules with p-value of 0.516. Tools, Equipment
and Facilities has 0.686 p-value. School Management 0.247. The KRA Student
Activities and Projects 0.421, and for the KRA Stakeholders Involvement a pvalue of 0.775.
Table 17
112

By Respondents Specialization
Aspects

F-value

Decision

Remarks

2.590
3.428
2.175
2.890

pvalue
0.003
0.000
0.002
0.001

Curriculum Development
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement

Reject Ho
Reject Ho
Reject Ho
Reject Ho

Significant
Significant
Significant
Significant

3.577
3.207
2.834

0.000
0.000
0.001

Reject Ho
Reject Ho
Reject Ho

Significant
Significant
Significant

A commonality occured in Table 17 with the three KRAs namely: Training

Intervention,

School Management, and Student Activities and Projects all at

0.000 p-value. While Curriculum Development has a p-value of 0.003, Training

Intervention at 0.002, and the KRAs Tools, Equipment and Facilities and
Stakeholders Involvement both with a p-value of 0.001. Since the computed
value is less than the 0.05 level of probability, the null hypothesis is rejected
because a significant mean difference really exists.
It appears that the specialization of the respondents does influence their
level of satisfaction with the KRAs of the STVEP. In the review of related
literature, DepEd Order No.48, S. 2007 cited its objective of the curriculum:
specialization shall start in the Second Year and shall be offered based on the
interest of the students. Really then, that it was achieved. What needs attention
is the learning Module they use.

Table 18
113

By Respondents Fathers Highest Educational Attainment

Aspects

F-value

Decision

Remarks

1.549
1.370
2.479
2.485

pvalue
0.201
0.251
0.061
0.060

Curriculum Development
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement

Accept Ho
Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant
Not Significant

1.890
0.483
5.205

0.131
0.694
0.002

Accept Ho
Accept Ho
Reject Ho

Not Significant
Not Significant
Significant

Results show that six KRAs explicitly: Student Activities and Projects
(0.694), Training Intervention (0.251), Curriculum Development (0.201), School
Management (0.131), Modules (0.061), and Tools, Equipment and Facilities
(0.060) acquired a P-value more than the 0.05 probability level. This means the
null hypotheses pertain thereto were accepted and remarked as insignificant. But
what is highly noticeable was the item Stakeholders Involvement at 0.002 which
is statistically significant that led to the rejection of the null hypothesis. It signifies
that the respondents fathers highest educational attainment is viewed as an
important aspect in promoting the participation of stakeholders

in learner

satisfaction.

114

Table 19
By Respondents Mothers Highest Educational Attainment
Aspects

F-value

Decision

Remarks

1.201
0.621
0.608
0.133

pvalue
0.309
0.602
0.610
0.940

Curriculum
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement

Accept Ho
Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant
Not Significant

0.016
0.677
0.288

0.997
0.567
0.834

Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant

As it could be gleaned in Table 20, there is no significant difference in the

level of satisfaction on the KRA with the respondents mothers highest
educational attainment. The null hypothesis is accepted due to the fact that the pvalue is less than the significance level (Greek alpha), which is 0.05. For
instance, the KRA Curriculum Development has a 0.309 p-value. The KRA
Training Intervention has its p-value of 0.602. KRA Modules has the p-value of
0.610. Tools, Equipment and Facilities has 0.940. The KRA School Management
has a p-value of 0.997. Student Activities and Projects 0.567, while the KRA
Stakeholders Involvement has its p-value of 0.834. This intends to express that
tech-voc students learning is not negatively affected to the fact that their mother
is either an elementary undergraduate or holding a bachelors degree.

115

Table 20
By Respondents Number of Siblings
Aspects

F-value

Decision

Remarks

1.332
0.613
0.597
0.752

pvalue
0.250
0.690
0.703
0.585

Curriculum
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement

Accept Ho
Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant
Not Significant

1.301
1.063
1.514

0.262
0.380
0.184

Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant

The computed test statistic is more than the alpha level of 0.05 as can be
seen on the KRAs Curriculum Development with p-value of 0.309. Training
Intervention is 0.602. Modules with p-value of 0.610. Tools, Equipment and
Facilities has 0.940 p-value. School Management 0.997. The KRA Student
Activities and Projects 0.567, and for the KRA Stakeholders Involvement a pvalue of 0.834. So the conclusion is to fail to reject the null hypothesis under
Table 20. There is insufficient evidence to conclude that there is a significant
difference in the level of satisfaction on the KRAs with the number of siblings of
respondents, a hunch to the theory that the number of siblings schooling in
families has a negative impact on education (Orbeta Jr., 2005).

116

Table 21
By Respondents Monthly Family Income
Aspects

F-value

Decision

Remarks

0.483
0.893
0.248
0.658

pvalue
0.789
0.485
0.941
0.656

Curriculum
Training Intervention
Modules
Tools, Equipment and
Facilities
School Management
Student Activities and Projects
Stakeholders Involvement

Accept Ho
Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant
Not Significant

0.934
1.512
1.009

0.459
0.185
0.412

Accept Ho
Accept Ho
Accept Ho

Not Significant
Not Significant
Not Significant

Table 21 exhibits the significant difference in the level of satisfaction on

the Key Result Areas when respondents are grouped by monthly family income
where it shows the Curriculum Development with p-value of 0.789, while the KRA
Training Intervention is 0.485. Modules with p-value of 0.941. Tools, Equipment
and Facilities has 0.656 p-value. School Management 0.459. The KRA Student
Activities and Projects 0.185, and for the KRA Stakeholders Involvement a pvalue of 0.412. Since the P-value is greater than the assumed level of
significance of 0.05, the null hypothesis was accepted. Therefore there is no
statistical relationship between the level of satisfaction on the Key Result Areas
and the respondents monthly family income.

117

Focus Group Discussion Results

In able to determine the indicators of student satisfaction, a focus group
discussion was conducted by the researcher. Through the review of related
literatures and studies, it provided ideas and concepts that are essential in
measuring learner satisfaction on a technical-vocational education setting. The
researcher enlisted eight indicators of student satisfaction on a Focus Group
Discussion Guide (Appendix B) for each key result area of STVEP. Every key
result area was accompanied by a thought-provoking question. The focal
question of this inquiry was What would increase your satisfaction in the
different Key Result Areas of STVEP? The students answered by identifying
those elements of their experiences which they regard as important, which are
then used as a basis for drawing up the research instrument. The groups are
selected to reflect the variety of provision within the tech-voc high schools. They
include groups from each schools and course of specialization, ensuring that a
representative number are selected and covered.

118

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the overview of the study, the findings, the
conclusions and the recommendations that can contribute in determining the
measurement of students satisfaction with the STVEP through its key result
areas among tech-voc schools in District 6 in the Division of City Schools Manila
for school year 2011-2012.
Summary

119

This research assessed the level of satisfaction of the students of

technical-vocational secondary institution that offer Strengthened TechnicalVocational education Program (STVEP).
This study is anchored on the fundamentals of Consumer Theory as a
theoretical ground for evaluating the students satisfaction with the STVEP
among tech-voc high schools. According to the theorys basic assumptions
students can be regarded as individual customers that have individual
preferences, wishes and needs. They do not only decide whether they want to
buy a certain service, namely secondary education, but also where they want to
receive it. The school represents a service supplier that ideally provides reliable
services and is responsive to customers needs. These services provided by a
school extent far beyond the mere provision of academic teaching, embracing
the realm of administration, personal support, training interventions and
extracurricular activities.
Based on the Key Result Areas of the STVEP, this research evaluated the
Curriculum Development, Training Intervention, Textbooks and Modules, Tools,
Equipments and Facilities, School Management Development, Student Activities
and Projects and Stakeholders Involvement.
This study aimed to determine the measurement of students satisfaction
with the STVEP through its key result areas among tech-voc schools in District 6
in the Division of City Schools Manila for school year 2011-2012 namely E.

120

Quirino High School and EARIST Vocational High School with combined
enrollees of 590 students for the 4th year level.
Specifically, this study sought answers to the following questions:
1. What is the profile of the students of tech-voc schools in District 6 in the
Division of City Schools Manila in terms of the following:
1.1. Gender;
1.2. Age;
1.3. Specialization;
1.4. Fathers Highest Educational Attainment;
1.5. Mothers Highest Educational Attainment;
1.6. Number of Siblings; and,
1.7. Monthly Family Income?
2. What are the student satisfaction levels of tech-voc students in terms of:
2.1. Curriculum Development;
2.2. Training Interventions;
2.3. Modules;
2.4. Tools, Equipments and Facilities;
2.5. School Management Development;
121

2.6. Student Activities and Projects; and,

2.7. Stakeholders Involvement?
3. Is there a significant difference in the level of satisfaction on the key result
areas when respondents are grouped by profile?
Hypotheses
H1. Students are very satisfied with the Key Result Areas of STVEP.
H2. There is no significant difference in the levels of satisfaction of the students
on the Key Result Areas of the STVEP when respondents are grouped by profile.
Findings
The findings of the study are as follows:
1. The profile of the respondents in terms of:
1.1. Gender. It was revealed that 211 or 51.1 percent of the respondents are
female and 202 or 48.9 percent were male.
1.2. Age. 222 or 53.8 percent of the respondents are 16 years old. And there
were these enrollees with a total frequency of 49 or 11.8% who were 17, 18,
19 and as old as 20 years and above.
1.3. Specialization. That the Cosmetology program (15%) ranked amongst
the thirteen courses of the STVEP evoking the highest job outlook for techvoc students, while the specializations Plumbing (2.2%) and Welding
Technology (0.05%) ranked the lowest amongst the program offered by the
Tech-Voc schools.
122

1.4. Fathers Highest Educational Attainment. The survey point out that
most head of the household were college degree holders with a frequency of
195 or 47 percent.
1.5. Mothers Highest Educational Attainment. The greater number of the
respondents mother or 50.6 percent had also finished college. Followed by
the 42.4 percent of High School, then 3.9 percent of Elementary.
1.6. Number of Siblings. Most respondents with a percentage of 26.2 has a
count of 5 and above siblings, followed by 25.6 percent that has 3siblings and
22.5 percent having siblings of 4.
1.7. Monthly Family Income. There are 127 or 30.8 percent of the
respondents family earn below

a family earning

7,000. While only 8.2 percent belongs to

20,000 and above.

2. The levels of satisfaction of tech-voc students in terms of:

2.1. Curriculum Development. The respondents level of satisfaction on the
curriculum development was rated 4.03 which has a verbal interpretation of
Very Satisfied. The statement Diagnostic test, Mid-Year/Year-End Test,
Periodic Test are regularly administered obtained the highest weighted mean
of 4.21. This is followed by Competency-Based Curriculum (CBC) is followed

123

and properly implemented and My specialization course is demand-driven

and community-based with weighted mean of 4.04. Instructional materials
are suited to the needs of the learners obtaining the lowest weighted mean of
3.90.
2.2. Training Interventions. All five statements refering to the key result area
of STVEP Training Intervention, obtained the highest weighted mean among
all the seven Key Result Areas of STVEP at a grand mean of 4.14 or
interpreted as Very Satisfied. It exposed the students to the actual technical
aspects and technology of a particular course of specialization acquired the
highest weighted mean of 4.19.
2.3. Modules. Respondents are very satisfied with all items under Modules.
Module lessons encourage higher thinking level held highest weighted mean
of 4.04 followed by the declaration Modules provided are comprehensive, upto-date, organized and easy to learn with weighted mean of 4.03. Modules
are linked to other subject area, is an item (3.74) that needs to stress on.
2.4. Tools, Equipments and Facilities.

The

respondents

are

very

satisfied on Tools, Equipments and Facilities having a grand mean of 4.02. A

significantly very satisfying under this key result area is the statement that
Tools and equipments are accesible to students for knowledge application
and transfer of learnings and skills held the top rank rated 4.06 while
respondents feel least very satisfied with the statement that Tools and
equipments in my specialization course are supplied enough when it
obtained a weighted mean of 3.96.
124

2.5. School Management Development. With a grand mean of 3.96 the

respondents are very satisfied in terms of school management. It can be seen
that the item Teachers develop the competency level of 4th year students
prior to the National Certificate Assessment of TESDA, stand out with a mean
of 4.18.
2.6. Student Activities and Projects. The respondents are very satisfied
with all statements that set forth in detail about Student Activities and
Projects. Student activities and projects promotes opportunities in acquiring
employable and entrepreneurial skills held highest weighted mean of 4.09
followed by the declaration Student activities and projects engage students in
active learning with weighted mean of 4.05. Last to form the bottom of the
scale is the item Student activities and projects are well-iplemented rated
3.94.
2.7. Stakeholders Involvement.

With a grand mean of 3.96, the

respondents were very satisfied in terms of stakeholders involvement though

it was considered as the least satisfying Key Result Area of the STVEP. The
statement Alumni and concerned individuals are supportive of education
form the uppermost of the scale with 3.94, while the item Barangays and City
Officials of Manila are actively involved in school programs and projects
garnered 3.69 forming the fifth rank of the scale.
3. Analysis of Difference in the Level of Satisfaction of Tech-Voc Students
with the Key Result Areas of STVEP.

125

3.1. The computed p-value is greater than the assigned level of significance of
0.05 on the level of satisfaction on the Key Result Areas when respondents are
grouped according to Gender, Age, Fathers Highest Educational Attainment,
Mothers Highest Educational Attainment, Number of Siblings, and Monthly
Family Income.
3.2. The item Stakeholders Involvement has a p-value of 0.002 below the 0.05
level of significance which is statistically significant when respondents are
grouped by fathers highest educational attainment.
3.3.

The computed value is less than the 0.05 level when respondents are

grouped by Specialization.
Conclusions
The researcher concluded that:
1.1.

Female students dominate the 4th year level of tech-voc high schools in
District 6, DCS Manila, during school year 2011-2012.

1.2.

Most of the respondents entered high school when they are 13 years old
the normal entry age of Filipino for secondary level. However, with the
combined proportion, 11.8 percent of the respondents were considered to
be over-age in the Philippine secondary education system ranging from 17
to 20 years old.

1.3.

There is still an aversion in construction job as viewed in the minimal

enrollment of specializations: Plumbing and Welding Technology.

126

1.4.

Most head of the household of the respondents were college degree

holders.

1.5.

Majority of the respondents mother were college graduates.

1.6.

Students of technical-vocational high school considerably belongs to a

large household as compared to the average family size of five as stated
by the National Statistical Coordination Board (2012) which conceptually
and ideally composed of two parents and three siblings.

1.7.

Most of the respondents are regarded as poor belonging to a family

earning only below

7,000 a month. To breach the poverty line, the

National Statistical Coordination Board computed that the average poverty

threshold for a family of five in the National Capital Region in year 2012 is
at
2.1.

8, 945 a month.

Curriculum Development. Instructional materials are suited to the needs

of the learners obtained the lowest weighted mean (3.90) may indicate
that the respondents feel that the instructional materials are not well
organized, not well constructed and not properly presented for a
successful teachinglearning to be achieved.

2.2.

Training Intervention. The Strengthened Technical-Vocational Education

Program on the perception, and as experience by the student has been a
labor/work driven reform. What are thought inside the classrooms are the
real occurrences in the trade. It was an education reform that could have
127

added economic value that will translate to improved future labor market
outcomes.
2.3.

Modules. There is a need of increase with the contextual teaching content

of the modules and linking it to other subject areas for meaningful
learning.

2.4.

Tools, Equipment and Facilities. There were not enough supplies of tools,
equipment and facilities in each specialization course.

2.5.

School Management Development. It was a good indicator that the

respondents experienced and received the right instructions and trainings
provided by their teachers prior to the National Certificate Assessment of
TESDA. Passing the assessment, students obtain the certificate of
competency that secures employment admission.

2.6.

Student Activities and Projects. Student activities and projects lacks

proper implementation.

2.7.

Stakeholders Involvement. The impact of stakeholders in tech-voc high

schools is closely linked to learners satisfaction in creating a highly
effective learning environment.

3.1.

There is no significant difference in the level of satisfaction of the on the

Key Result Areas of STVEP when respondents are grouped according to
Gender, Age, Monthly Family Income, Number of Siblings, Mothers
Highest Educational Attainment, and Fathers Highest Educational
Attainment on curriculum development, training intervention, modules,

128

tools, equipments, facilities, school management devlopment and student

activities and projects.
3.2.

The respondents fathers highest educational attainment is viewed as an

important aspect in promoting the participation of stakeholders in learner
satisfaction.

3.3.

Students Specialization is a clear indicator where students experience

satisfaction in learning. Based on the occupation or career track they wish
to pursue, schooling and studying truly, has a positive effect to the learner.
It is where Strengthened Technical-Vocational Education Program really
stands out. Increasing learning satisfaction through skills-packed tech-voc
courses which are literally within ones financial reach and mental
capability and attainable within shorter time duration.

Recommendations
In

the

light

of

the

conclusions

drawn

above,

the

following

recommendations are made:

129

1.1.

The outnumbering of female students calls for more creation of facilities

and learning exercises appropriate to the energy, interests, and genderrelated learning styles for girls in tech-voc high schools.

1.2.

Teachers should extend their understanding and assistance to over-age

students, bearing in mind that these learners were already at their age for
employment.

1.3.

It is suggested that the specializations such as Plumbing and Welding

Technology should be aggressively pushed by the Technical-Vocational
high schools to young Filipinos as a technical-vocational education option
in view of the global demand. TESDA should also encourage tech-voc
schools to improve their equipment and facilities so that young plumbers
and welders will have a good reputation for their quality skills the fact that
workers in this area have some of the highest incomes in the whole
construction industry in most parts of the world.

1.4.

Paternal educational attainment seems to be a major variable in childrens

well-being in general. Thus, a continuing education to all head of the
household was recommended.

1.5.

Mothers were encourage for continuing education, because women who

obtain more schooling provide better environments for their children both
directly and indirectly.

1.6.

Practice responsible parenthood such as family planning.

130

1.7.

Parents should find more ways to earn sufficient income to breach the
poverty line.

2.1.

Curriculum Development. Teaching strategies and educational materials

need to be adapted to make them accessible to students, and also to
ensure an educational activity is allowing the student to master and
demonstrate the target skill.

2.2.

Training Intervention. An urgent increment of connecting link to higher

education, world of work and entrepreneurship to help students to be able
to learn to their full potential and motivates them for greater success, thus
creating a culture of life-long learning.

2.3.

Modules. Review and revise its context with other discipline and
competency that could entail more meaningful learning.

2.4.

Tools, Equipment and Facilities. Add more tools and equipments in sync
with the equipment and machinery used in the industry, and enhance the
quality, adequacy and accessibility of technical-vocational infrastructure
facilities.

2.5.

School Management Development. Tech-Voc schools should continue

providing students with more opportunities to acquire TESDA-certifiable
technical, vocational, and industrial skills.

2.6.

Student Activities and Projects. Improve the implementation of student

activities and projects.

131

2.7.

Stakeholders Involvement. Intervention of LGU and the Barangay must be

tapped once more to intensify its support to the programs of the school.

3.1.

Student satisfaction analysis in tech-voc high schools should be done on a

regular basis.

3.2.

Fathers with bachelors degree may contibute their knowledge and skill in
promoting the STVEP for their childs wellfare at school.

3.3.

STVEP should continue its implementing guidelines on the freedom of

choice of the students with his/her preferred Specialization. These does
not just increase the level of satisfaction of the learners, but it also fortify
their conviction to become masters in a particular field of their choice.

Further Personal Recommendations of the Researcher

4.1.

For future studies, the instrument in evaluating learner satisfaction in

technical-vocational high school such the Tech-Voc High School
Satisfaction Questionnaire (TVHSSQ) should also be reviewed and
updated. Given that the mission of this study is focused on teaching
excellence and continuous improvement, this research can be better
utilized when brought into the public domain for consideration.

4.2.

A tracer study of tech-voc high school graduates under the STVEP may
also be considered for this purpose.

132

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http://www.ehow.com/about_6628852_importance-learning-materialsteaching.html#ixzz21UTyxoV2
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www.ilo.org

Appendix A
Items Taken From Reviewed Literatures and Studies and Existing Instruments
1. Curriculum Development. (DepEd Order No.48, s. 2007; DepEd Order No.
59, s. 2011)
A. Competency-Based Curriculum is properly implemented (DepEd Order
No.48, s. 2007; Valenzuela, 2008; Castillon, 2010).

145

B. The minimum time allocation specified in the curriculum is strictly followed

(DepEd Order No.48, s. 2007; Student Satisfaction Survey Questionnaire,
Kruger, 2009).
C. The 1st year students are given options to explore courses offered by your
school (DepEd Order No.48, s. 2007).
D. Instructional materials are suited to the needs of the learners (DepEd
Order No.48, s. 2007; Student Satisfaction Index of Malonzo, 2001).
E. The specialization course offered is demand-driven and community based
(DepEd Order No.48, s. 2007; Valenzuela, 2008; Castillon, 2010).
F. Diagnostic test, Mid-Year/ Year-End test, Periodical Test are regularly
administered (DepEd Order No.48, s. 2007; Sor, 2011).
G. Contextualization of Tech-Voc concepts in English, Math and Science is
appropriate (DepEd Order No.48, s. 2007; Sor, 2011).
H. The business aspect of the curriculum deepened (or is deepening) my
knowledge in the functional areas of business (DepEd Order No.48, s.
2007; Business Student Satisfaction Inventory, Maddox and Nicholson
2008).
2. Training Interventions. (DepEd Order No.48, s. 2007; DepEd Order No. 59,
s. 2011)
a) The training is aligned to the curriculum and TESDA Training Regulations
(DepEd Order No.48, s. 2007).
b) Appropriate teachers were sent for training, and NC certification (DepEd
Order No.48, s. 2007; Castillon, 2010).
c) Improvement in teaching is evident (DepEd Order No.48, s. 2007; Student
Satisfaction Index of Malonzo, 2001).

146

d) Feedback is conducted by the teachers after the end of training for

improvement (DepEd Order No.48, s. 2007; Student Satisfaction Index of
Malonzo, 2001; Business Student Satisfaction Inventory, Maddox and
Nicholson 2008).
e) It connects a link to the student in entering higher education, world of work
and entrepreneurship (DepEd Order No.48, s. 2007; Business Student
Satisfaction Inventory, Maddox and Nicholson, 2008).
f) It exposed the students to the actual technical practice and technology of a
particular specialization course (DepEd Order No.48, s. 2007).
g) Training provides the opportunity for career exploration of the
students(DepEd Order No.48, s. 2007; Van Dyk et al., 2001).
h) The business aspect of the training intervention deepened (or is
deepening) my knowledge in the functional areas of business (DepEd Order
No.48, s. 2007; Business Student Satisfaction Inventory, Maddox and
Nicholson 2008).
3. Modules. (DepEd Order No.48, s. 2007; DepEd Order No.41, s. 2008; DepEd Order

No. 59, s. 2011)

a) Modules provided are comprehensive, organized and easy to use (DepEd
Order No.48, s. 2007; DepEd Order No.41, s. 2008; Donnelly, 2005).
b) Modules are linked to other subject areas (DepEd Order No.48, s. 2007;
DepEd Order No.41, s. 2008; Moon, 2002; Toohey and Biggs 1999).

147

c) Modules illustrations, tables, figures, charts are relevant and functional

(Moon, 2002). .
d) The content is supported by other textbooks and references (DepEd Order
No.48, s. 2007; Moon, 2002).
e) Module content is accurate and up-to-date (Moon, 2002).
f) Module lessons encourage higher thinking level (DepEd Order No.48, s.
2007; Donnelly, 2005).
g) Modules are accessible and well distributed (DepEd Order No.48, s. 2007;
Moon, 2002).
h) Modules provide appropriate representations of age, socioeconomic level,
physical and mental ability (Toohey and Biggs, 1999).
4. Tools, Equipments and Facilities. (DepEd Order No.48, s. 2007; DepEd
Order No. 59, s. 2011)
a) Tools and equipments are sufficient (DepEd Order No.48, s. 2007;
Valenzuela, 2008; Castillon, 2010; Sor, 2011).
b) Tools and equipments are accessible to students for demonstration and
practicum purposes (DepEd Order No.48, s. 2007; Valenzuela, 2008;
Castillon, 2010; Sor, 2011).
c) Tools and equipments are properly used and well-maintained (DepEd
Order No.48, s. 2007; Valenzuela, 2008; Castillon, 2010; Sor, 2011).

148

d) Workshops and laboratory rooms are adequate and accesible to students

for demonstration and practicum purposes (DepEd Order No.48, s. 2007;
Valenzuela, 2008; Castillon, 2010; Sor, 2011).
e) Worshops and laboratory rooms are properly managed and wellmaintained (DepEd Order No.48, s. 2007; Valenzuela, 2008; Castillon,
2010; Sor, 2011).
f) Classrooms are conducive for learning (DepEd Order No.48, s. 2007;
Student Satisfaction, Kruger, 2009; Student Satisfaction Index, Malonzo,
2001).
g) There are rooms mainly for academic purposes (DepEd Order No.48, s.
2007; Student Satisfaction Index, Malonzo, 2001).
h) Library resources and services are adequate (DepEd Order No.48, s.
2007; Student Satisfaction, Kruger, 2009; Student Satisfaction Index,
Malonzo, 2001).
5. School Management Development. (DepEd Order No.48, s. 2007; DepEd Order

No. 59, s. 2011)

a) The Department Heads, teachers and Guidance Counselor are available
in providing practical help and useful advice (DepEd Order No.48, s. 2007;
Business Student Satisfaction Inventory, Maddox and Nicholson 2008).
b) Teachers are experts in teaching their specialization courses and are
National Certificate holders (DepEd Order No.48, s. 2007; Student
Satisfaction, Kruger, 2009)

149

c) Teachers are patient in helping their students to learn. (DepEd Order

No.48, s. 2007; Student Satisfaction, Kruger, 2009; Student Satisfaction
Index, Malonzo, 2001).
d) Teachers develop the proficiency level of the 4th year students prior to
National Certificate Assessment (DepEd Order No.48, s. 2007).
e) School Heads are trained in business development in generating funds of
school (DepEd Order No.48, s. 2007; Valenzuela, 2008).
f) School principal and Heads are well-trained in implementing the STVEP.
(DepEd Order No.48, s. 2007; Castillon, 2010; Sor, 2011).
g) Supreme Student Government (SSG) is actively involved in supporting
School-Based Management Program (DepEd Order No.48, s. 2007).
h) Non-teaching staff are skillful in providing non-teaching support to
students (DepEd Order No.48, s. 2007; Ano, 2008; Business Student
Satisfaction Inventory, Maddox and Nicholson 2008).
6. Student Activities and Projects. (DepEd Order No.48, s. 2007; DepEd Order
No. 59, s. 2011)
a) Student activities and projects promote opportunities in acquiring
employable and entrepreneurial skills (DepEd Order No.48, s. 2007;
Valenzuela, 2008).
b) It engages students in active learning (DepEd Order No.48, s. 2007;
Valenzuela, 2008; Student Satisfaction Index, Malonzo, 2001).
150

c) It is appealing to wide range of abilities and interests. (DepEd Order

No.48, s. 2007; Valenzuela, 2008; Student Satisfaction Index, Malonzo,
2001).
d) Student activities and projects are monitored and evaluated regularly for
effective implementation (DepEd Order No.48, s. 2007; Valenzuela, 2008;
Student Satisfaction Index, Malonzo, 2001).
e) Student activities and projects are well-implemented. (DepEd Order
No.48, s. 2007; Valenzuela, 2008; Student Satisfaction Index, Malonzo,
2001).
f) Student activities and projects are directly linked to the outputs of the
STVEP (Sor, 2011).
g) Student activities and projects are tied-up with post-secondary TVET
schools (Cangas, 2008).
h)

It develops the learners into being a productive entrepreneur (DepEd

Order No.48, s. 2007; Business Student Satisfaction Inventory, Maddox and

Nicholson 2008).
7. Stakeholders Involvement. (DepEd Order No.48, s. 2007; DepEd Order No.

59, s. 2011)
a) Barangays and City Officials of Manila are actively involved in school
programs and projects (DepEd Order No.48, s. 2007; Valenzuela;
Manasan, Celestino, and Cuenca, 2008).
b) PTCA is active and supportive of school programs and projects (DepEd
Order No.48, s. 2007; Valenzuela, 2008).
c) Alumni are supportive of education (DepEd Order No.48, s. 2007)

151

d) Industry people are actively involved in improving school programs and

projects (DepEd Order No.48, s. 2007; Valenzuela, 2008; DepEd Order
No.36, s.2012).
e) Manufacturers and other large enterprises donate some tools and
equipments in the school. (DepEd Order No.48, s. 2007; Valenzuela,
2008; Castillon, 2010; DepEd Order No.36, s.2012).
f) Universities and Colleges are helpful in improving the school (DepEd
Order No.48, s. 2007; Valenzuela, 2008; Castillon, 2010).
g) My school participates in various activities of the community (DepEd Order
No.48, s. 2007; DepEd Order No.36, s.2012).
h) The school conducts information distribution on the different programs and
projects of the school (DepEd Order No.36, s.2012).

Appendix B
FOCUS GROUP DISCUSSION GUIDE
Objectives

152

Part I. The focus group discussion is conducted generally to determine the

components of the proposed Tech-Voc High School Satisfaction Questionnaire
(TVHSSQ) from the students perspective, to identify students needs and
interests concerning the STVEP, and to provide indicators of satisfaction among
students.
1. Curriculum Development. It refers to STVEP activities for continuing
methodology responding to fluctuating characteristics of workplace as a result of
global economy, open market and technology revolution.
Question: What would increase your satisfaction as regards in developing the
curriculum of your school? (Choose 5)
a) Competency-Based Curriculum is properly implemented.
b) The minimum time allocation specified in the curriculum is strictly followed.
c) The 1st year students are given options to explore courses offered by your
school.
d) Instructional materials are suited to the needs of the learners.
e) The specialization course offered is demand-driven and community based.
f) Diagnostic test, Mid-Year/ Year-End test, Periodical Test are regularly
administered.
g) Contextualization of Tech-Voc concepts in English, Math and Science is
appropriate.
h) The business aspect of the curriculum deepened (or is deepening) my
knowledge in the functional areas of business.
2. Training Interventions. It encompasses the trainings or course of exercise
provided to improve the skills and enhance the behavior of the students on a
particular specialization, aimed at changing the current level of skills and
knowledge regarding a job.
153

Question: In what ways the trainings you received satisfies you? (Choose 5)
a)
b)
c)
d)

The training is aligned to the curriculum and TESDA Training Regulations.

Appropriate teachers were sent for training, and NC certification.
Improvement in teaching is evident.
Feedback is conducted by the teachers after the end of training for

improvement.
e) It connects a link to the student in entering higher education, world of work
and entrepreneurship.
f) It exposed the students to the actual technical practice and technology of
a particularspecialization course.
g) Training provides the opportunity for career exploration of the students.
h) The business aspect of the training intervention deepened (or is
deepening) my knowledge in the functional areas of business.
3. Modules. A key result area of STVEP that covers a single skill competency
subject. It is a teaching-learning tool consists of a series of lesson plans
designed to teach specific concepts.
Question: How do the Modules creates a satisfaction on your learning?
a) Modules provided are comprehensive, organized and easy to use.
b) Modules are linked to other subject areas.
c) Modules illustrations, tables, figures, charts are relevant and functional.
d) The content is supported by other textbooks and references.
e) Module content is accurate and up-to-date.
f) Module lessons encourage higher thinking level.
154

g) Modules are accessible and well distributed.

h) Modules provide appropriate representations of age, socioeconomic level,
physical and mental ability.
4. Tools, Equipments and Facilities. The key result area of STVEP that is
crucial in the practical application of acquired concepts learned by the students,
these includes implements, machines, laboratory rooms and workshops as
prescribed in the TESDA Training Regulations.
Question: What satisfies you in your use of tools, equipments and facilities of
your school?
a) Tools and equipments are sufficient.
b) Tools and equipments are accessible to students for demonstration and
practicum purposes.
c) Tools and equipments are properly used and well-maintained.
d) Workshops and laboratory rooms are adequate and accesible to students
for demonstration and practicum purposes.
e) Worshops and laboratory rooms are properly managed and wellmaintained.
f) Classrooms are conducive for learning.
g) There are rooms mainly for academic purposes.
h) Library resources and services are adequate.
5. School Management Development. It refers to the school leadership,
together with the administration, teachers, ancillaries, students and committees
aim at promoting high standards of learning and teaching. (Choose 5)
Question: How does the school management satisfy your learning?

155

a) The Department Heads, teachers and Guidance Counselor are available

in providing practical help and useful advice.
b) Teachers are experts in teaching their specialization courses and are
National Certificate holders.
c) Teachers are patient in helping their students to learn.
d) Teachers develop the proficiency level of the 4th year students prior to
National Certificate Assessment.
e) School Heads are trained in business development in generating funds of
school.
f) School principal and Heads are well-trained in implementing the STVEP.
g) Supreme Student Government (SSG) is actively involved in supporting
School-Based Management Program.
h) Non-teaching staff are skillful in providing non-teaching support to
students.
6. Student Activities and Projects. A key result area of STVEP that engage
students in active learning, and promotes opportunities in acquiring employable
and entrepreneurial skills.
Question: What would increase your satisfaction as regards with the student
activities and projects of your school? (Choose 5)
156

a) Student activities and projects promote opportunities in acquiring

employable and entrepreneurial skills.
b) It engages students in active learning.
c) It is appealing to wide range of abilities and interests.
d) Student activities and projects are monitored and evaluated regularly for
effective implementation.
e) Student activities and projects are well-implemented.
f) Student activities and projects are directly linked to the outputs of the
STVEP.
g) Student activities and projects are tied-up with post-secondary TVET
schools.
h) It develops the learners into being a productive entrepreneur.
7. Stakeholders Involvement. It refers to the participation of stakeholders group

(students, family, teachers, other local community/ Barangay members, LGUs) in

any kind of school management or decision making of the stakeholders in your
school? (Choose 5)
a) Barangays and City Officials of Manila are actively involved in school
programs and projects.
b) PTCA is active and supportive of school programs and projects.
c) Alumni are supportive of education.
d) Industry people are actively involved in improving school programs and
projects.
e) Manufacturers and other large enterprises donate some tools and
equipments in the school.
f) Universities and Colleges are helpful in improving the school.
g) My school participates in various activities of the community.
h) The school conducts information distribution on the different programs and
projects of the sch

157

Part II. What are the indicators of satisfaction among tech-voc students?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
158

Appendix C
RESULTS OF THE FOCUS GROUP DISCUSSION
Key Result Area
1. Curriculum Development.
a) Competency-Based Curriculum is properly

Frequency Out of 4 Groups

4

implemented.
b) **The minimum time allocation specified in the

curriculum is strictly followed.

c) *The 1st year students are given options to

explore courses offered by your school.

d) Instructional materials are suited to the needs of

the learners.
e) The specialization course offered is demand-

driven and community based.

f) Diagnostic test, Mid-Year/

Year-End

test,

Periodical Test are regularly administered

g) Contextualization of Tech-Voc concepts in

English, Math and Science is appropriate.

h) *The business aspect of the curriculum

deepened (or is deepening) my knowledge in the

functional areas of business.

RESULTS OF THE FOCUS GROUP DISCUSSION

Key Result Area
2. Training Interventions.
a) The training is aligned to the curriculum and
TESDA Training Regulations.
b) *Appropriate teachers were sent for training,

Frequency Out of 4 Groups

4
2
159

and NC certification.
c) *Improvement in teaching is evident.
d) **Feedback is conducted by the teachers

1
3

after the end of training for improvement.

e) **It connects a link to the student in entering

higher

education,

world

of

work

and

entrepreneurship.
f) It exposed the students to the actual

technical practice and technology of a

particularspecialization course.
g) **Training provides the opportunity
career exploration of the students.
h) *The business aspect of the

for

training

intervention deepened my knowledge in the

functional areas of business.

RESULTS OF THE FOCUS GROUP DISCUSSION

Key Result Area

Frequency Out of 4
Groups

3. Modules
3
a) **Modules

provided

are

comprehensive,

organized and easy to use.

4
b) Modules are linked to other subject areas.
1
c) *Modules illustrations, tables, figures, charts
are relevant and functional.
4
d) The content is supported by other textbooks
160

and references.
e) *Module content is accurate and up-to-date.

2
4

f) Module lessons encourage higher thinking

level.
g) Modules are accessible and well distributed
h) *Modules provide appropriate representations

4
1

of age, socioeconomic level, and mental ability.

RESULTS OF THE FOCUS GROUP DISCUSSION

Key Result Area
4. Tools, Equipments and Facilities
a) **Tools and equipments are sufficient.
b) **Tools and equipments are accessible to

Frequency Out of 4 Groups

3
3

students for demonstration and practicum

purposes.
c) Tools and equipments are properly used and

well-maintained.
d) Workshops and

laboratory

rooms

are

adequate and accesible to students for

demonstration and practicum purposes.
e) Worshops and laboratory rooms are

properly managed and well-maintained.

f) *Classrooms are conducive for learning.
g) *There are rooms mainly for academic

2
1

purposes.
h) *Library resources

and

services

are

161

adequate.

Key Result Area

Frequency Out of 4 Groups

5. School Management Development

1
a) *The

Department

Heads,

teachers

and

Guidance Counselor are available in providing

practical help and useful advice.

4
b) Teachers are experts in teaching their
specialization courses and are National
Certificate holders.
2
c) *Teachers are patient in helping their students to
learn.

3
d) **Teachers develop the proficiency level of the
4th year students prior to NC Assessment.

1
e) *School Heads are trained in business
development in generating funds of school.
3
f) **School principal and Heads are welltrained in implementing the STVEP.

162

4
g) SSG is actively involved in supporting
School-Based Management Program.
4
h) Non-teaching staff are skillful in providing
non-teaching support to students.

RESULTS OF THE FOCUS GROUP DISCUSSION

Key Result Area
6. Student Activities and Projects
a) Student activities and projects promote

Frequency Out of 4 Groups

4

opportunities in acquiring employable and

entrepreneurial skills.
b) It engages students in active learning.
c) It is appealing to wide range of abilities and

4
4

interests.
d) **Student activities and projects are

monitored and evaluated regularly for

effective implementation.
e) Student activities and projects are well-

implemented.
f) *Student activities and projects are directly

linked to the outputs of the STVEP.

g) *Student activities and projects are tied-up

with post-secondary TVET schools.

h) *It develops the learners into being a

productive entrepreneur.

163

RESULTS OF THE FOCUS GROUP DISCUSSION

Key Result Area
7. Stakeholders Involvement
a) Barangays and City Officials of Manila are

Frequency Out of 4 Groups

4

actively involved in school programs and

projects.
b) **PTCA is active and supportive of school

programs and projects.

c) **Alumni are supportive of education.
d)*Industry people are actively involved in

3
1

improving school programs and projects.

e)**Manufacturers and other large enterprises

donate some tools and equipments in the school.

f) **Universities and Colleges are helpful in

improving the school.

g) *My school participates in various activities of

the community.
h) *The school conducts information distribution

on the different programs and projects.

TOTAL NUMBER OF ITEMS = 56
**Items subject to revision (Total= 14)
*Deleted Items (Total= 18)
RESULTS OF THE FOCUS GROUP DISCUSSION

What are the indicators of student satisfaction among tech-voc students?

1.
2.
3.
4.
5.
6.

Students are enthusiastic in doing the projects.

They are willing to contribute money for laboratory activities.
Students are having fun while doing their laboratory tasks.
Spirit of volunteerism is evident among the class.
They actively participate in the discussion.
Students are punctual.
164

7. Class absenteeism is minimal.

8. They are not complaining about the grades given to them.
9. They learned the lessons as manifested by high grades.
10. Students have harmonious relationship with their teachers.
11. They feel free to ask questions.
12. Students obey the teachers without resistance.

Appendix D
SAMPLE QUESTIONNAIRE
Part I. DEMOGRAPHIC ITEMS
Directions: Please fill in or check (/) the space for each item that correspond you.
Name: ______________________________________________
School: _____________________________________________
Gender: ___ Female
165

___ Male
Program/ Specialization:

___ Automotive Technology

___ Building and Wiring Installation

___ Building Construction

___ Commercial Cooking

___ Computer Hardware Servicing

___ Furniture and Cabinet Making

___ Food Processing

___ Food and Beverage Service

___ Cosmetology

___ Electronics Technology

___ Garments

___ Machine Shop Technology

___ Plumbing

___ Technical Drawing

___ Welding Technology

166

167

Appendix E
LETTER FOR EXPERTS VALIDATION

168

Appendix F
LETTER FOR EXPERTS VALIDATION

169

Appendix G
LETTER TO THE SUPERINTENDENT

170

Appendix H
INDORSEMENT TO THE PRINCIPAL

171

Appendix I
INDORSEMENT TO THE PRINCIPAL

172

CURRICULUM VITAE

173