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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In 2012, K to 12 Basic Education Program was being launched to the


education department. This aims to develop and improve Filipino students’ skills in
mathematics, science, and linguistics to further exhibit competence in the global
market. Filipinos are known to be the best in the field that they had. But sadly, it is
not about the skills they acquire but also the knowledge or the length of educating the
Filipino students. This is the reason why the new curriculum has been born. K to 12
involves more active learning and its application to real scenarios. With this in mind,
high school is being divided in two – junior high and the senior high.

Senior High School (SHS) is the additional Grade 11 and 12 being taught to the
high school students. Students who graduated in their 10 th grade is not considered
graduated students as long as they did not complete the additional two years design
for their preparation for college life and learning more in the application of knowledge
gained in real life. At Grade 11, students are being taught with different subject
disciplines based on the trach they are in. K to 12 offers HUMMS, ABM, GAS,
STEMM, Technical – Vocational and the Sports and Art.

SHS strands under the Technical –Vocational Livelihood are still among the

most chosen track for incoming Grade 11 students.Technical Vocational education is

really important to Filipino students because it will teach them skills that are vital for

poverty reduction, economic recovery and sustainable development. TVL is gaining

practical knowledge that one gets from the combination of modern technology and

science, creating the innovative and skilled manpower for betterment of the country.

It imparts knowledge of specific trade, craft or profession. It makes the students

skilled and technically fit for the Philippine industry and contributes a major share to

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the overall education system and plays an important role in the economic

development of our nation.

Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic

Education System by Strengthening Its Curriculum and Increasing the Number of

Years for Basic Education, Appropriating Funds Therefore and for Other Purposes,”

otherwise known as the “Enhanced Basic Education Act of 2013.”

Technical-Vocational (Tech-Voc) courses are part of the non-formal education

in the Philippines. Under the Republic Act 7796, the Technical Education and Skills

Development Authority (TESDA) are mandated to provide technical education and

skills development programs for the Filipino learners. The Department of Education

(DepEd) is advocating having public senior high schools (SHS) serve as Technical

Vocational Livelihood (TVL) assessment centers. This is due to the fact that nearly

half of students under Senior High School Program for the school year 2018-2019

are taking up the TVL track. The DepEd is pushing for the establishment of additional

assessment centers accredited by the Technical Education and Skills Development

Authority (TESDA) and operated by Senior High Schools in the country. This was the

primary objective of the Regional Advocacy Convergence for the Technical

Vocational Livelihood Specialization held on June 22,2019 at the Luzviminda Event

Center in Cabanatuan City

The said activity also aimed to provide a venue for the public Senior High Schools to

share best practices in the operation of assessment centers with TESDA

accreditation, to create awareness among school heads and teachers of public

secondary schools offering SHS-TVL track on the process of application for TESDA

accreditation.

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Based on the Department of Education’s Enrolment Quick Count as of June

19, 2018, there are 37432 Grade 11 and 32337 Grade 12 students who took up the

Technical Vocational Livelihood Track. This translates to 42.8 percent and 44.9

percent of the total grade 11 and 12 respectively for Senior High School enrolment

for SY 2018-2019.Part of the salient features of the K to 12 Basic Education Program

is the inclusion of Technical-Vocational-Livelihood (TVL) skills development in view of

job/industry preparation; the DepEd, Commission on Higher Education, TESDA,

private schools, industry, and other relevant stakeholders collaborate in planning and

implementing K to 12, especially Senior High School; a clearly articulated and well-

executed assessment system for all the levels of education, which should include

DepEd and TESDA assessments; and 80 percent hiring or business-launching rate

within three months of graduation for learners under the Technical-Vocational

Livelihood track.

Assessment is important in education and it is one aspect of the processes in

competency assessment. The implementation of the competency based assessment

in technical vocational schools requires teachers to practice assessment for learning.

There is a compelling case for strengthening the strategies for assessment of

competencies adopted in vocational and education training programs in our country.

A review of assessment in nationally recognized vocational and education training

courses identified a number of critical issues associated with competency

assessment. Trainers were identified as having difficulties with interpretation,

implementation and assessment of the competencies. Trainers are often viewed as

capable of training diverse groups of learners, despite the fact that they may not

possess in-depth knowledge of the competencies. In doing so, the trial supports the

literature about adopting a holistic approach to assessing competency as it provides

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a more comprehensive view of students’ capabilities and competencies. These

issues among others gave rise to investigating three strategies for assessing

competencies: diagnostic, scenario and simulated assessment.

Assessment in Technical Vocational Senior High Schools is in the hands of

teachers, under the supervision of the school principal. Senior high schools generally

have examinations at the end of every quarter, regardless of the type of school.

These examinations are in most cases written. Students are obliged to take these if

they wish to continue and complete their high school education. The examination

period, including the time that it takes to mark the exams, is around three months in

each quarter. The assessment is designed to develop students’ skills useful for

livelihood projects at home. Students in this strand undergo TESDA assessment for

National Certifications (NCs) that increases their employability after their graduation

from SHS. The three Tech- Voc Schools in the 2 nd districts of Oriental Mindoro,

Marcelo I. Cabrera Vocational High School, Paradigm Colleges of Science and

Technology and Fe Del Mundo NHS are homed to cater and produce senior high

graduates who are honing their technical skills like plumbing, welding, repair and

installation, automotive, electronics, and carpentry.

Home economic skills like dressmaking, chef, entrepreneurship and fashion

designer, ICT like hardware installation, computer programming and servicing, Agri-

Fishery Arts like animal and crop production, landscaping, food processing and

fisheries. These skills are regularly assessed by the assessors and the results of the

assessment reveal that most students are ready or prepare for a number of work

fields after SHS but some are not.

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Realizing these situations, the researcher considered needs assessment among

senior high school teachers to offer and can bring significant direction and undergo

modification if needed for more conveyance and offer effective solutions to increase

senior high school performance. Thus, this research will attempt to find out the right

methods and pedagogies on how TVL teachers’ instructions enhance retentions and

comprehensions and further improve students’ engagement, motivation and

attitudes.

Theoretical Framework

Abraham Maslow’s self-actualization theory (Microsoft Encarta, 2009) is

similarly relevant in this study. The American psychologist Maslow devised a six-

level hierarchy of motives that, according to his theory, determine human behaviour.

Maslow ranks human needs as follows: physiological; security and safety; love and

feelings of belonging; competence, prestige, and esteem; self-fulfilment; and curiosity

and the need to understand. No single theory of motivation has been universally

accepted, but a direction is evident. Formerly, many psychologists stressed the

reduction of stimulation to its lowest possible level. An organism was thought to

pursue that behaviour most likely to bring about this desired state of no stimulation.

Many human physiological systems do in fact operate in this manner.

Psychologist Abraham Maslow’s theory of self-actualization contends that

individuals are motivated to fulfil their potential in life. During the mid-20 th century, the

theories of psychoanalysis and behaviourism were prominent in the field of

psychology. Though largely very different, these two perspectives shared general

assumptions that people are driven by forces beyond their control. In response to this

assumption, in a new perspective, called humanistic psychology, arose. The

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humanists wanted to offer a more optimistic, agentive perspective on human striving.

The theory of self – actualization emerged out of these humanistic perspectives.

Humanistic psychologists claimed that people are driven by higher needs particularly

the need to actualize the self. In contrast to the psychoanalysis and behaviorists who

focused on psychological problems, Maslow developed his theory by studying

psychologically healthy individuals.

He contextualized his theory of self – actualization within hierarchy of needs. The

hierarchy represents five needs arranged from lowest to highest as follows:

physiological needs, safety and security, love and belonging, self-esteem and self –

actualization.

Physiological needs are biological requirements for human survival like food

and drinks, if these needs are not satisfied the human body can’t function optimally.

Safety and security needs include protection from elements, order, law, stability and

freedom from fear. Love and belongingness needs, after physiological and safety

needs have been fulfilled, social needs involve feeling of belongingness. The need

for interpersonal relationship motivates behaviour, it includes friendship, intimacy,

trust, and acceptance, receiving and giving affection and love. Self- esteem needs

include respect, confidence, good reputation and honour. The higher level needs

influence future human behaviour much more than lower level needs. Human activity

fulfils needs on higher level of hierarchy become irreplaceable in the mind of their

friends. This is the key to friend’s loyalty.

This has directly related to the current study as Maslow initially stated that

individuals must satisfy lower levels deficit needs before progressing on to meet

higher level growth needs. However, he later clarified that satisfaction of a needs is

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not an “all- or –none “phenomenon, admitting that his earlier statements may have

given “the false impression that a need must be satisfied 100 percent before the next

emerges “.( Simply Psychology 1987). When a deficit needs has been more or less

satisfied it will go away, and our activities become habitually directed towards

meeting the next set of ideas that we have yet to satisfy. These then become our

salient needs. However, growth needs continue to be felt and may even become

stronger once they have been engaged. Growth needs do not stem from a lack of

something, but rather from a desire to grow as a person. Once this growth needs

have been reasonably satisfied, one may be able to reach the highest level called

self- actualization. Every person is capable and has the desire to move up the

hierarchy toward a level of self-actualization. Unfortunately, progress is often

disrupted by a failure to meet lower level needs. Life experiences, including divorce

and loss of a job, may cause an individual to fluctuate between levels of hierarchy.

Therefore, not everyone will move through the hierarchy in a uni-directional manner

but may move back and forth between the different types of needs.

In addition to this, when it comes to self – actualization, Maslow refers to it as

“being’s needs” that includes personal creative self – growth. As being discussed, the

current study is designed to gather data that would make a good foundation in

formulating a training program based from the answers of the respondents and the

results of the study.

Another theory relevant to this study is the Attachment Theory cited by Marvin

& Britner (2008). This theory describes the dynamics of a long-term relationship

between humans. As further stated, a man may be "goal-corrected" with continual

on-course adjustments. Such systems regulate behaviors in ways that need not be

rigidly innate, but it always depends on the person. An individual can adapt in greater
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or lesser degrees to the changes in environmental circumstances, provided that he

does not deviate too much from his environment of evolutionary flexibility.

Both interpersonal and intrapersonal intelligences of teachers and school

heads are represented by the foregoing theory because their attachment determines

the intensity of relationship they have with their stakeholders and pupils as well. The

way by which teachers establish their personal relationship is closely linked to their

personal feeling of attachment. Attachment can be regarded as a product of

emotional intelligence as social skills and socialization are one of the components of

ability model emotional intelligence. Teachers’ devotion to teach as their work as

professional is influenced by the way they assess their attachment with the learners

which may result to a deeper commitment and relationship as school workers. This

results to their feeling of the sense of community which strengthens their bond

towards promoting organizational values, culture and aspirations. This condition will

also facilitate the accomplishment of the school vision, mission and objectives. It

implies that attachment is a positive inward motivator of teachers to stay devotedly

and perform their job in a highly professionalized manner possible. It also shows that

because of attachment, both the school heads and the teachers may employ

additional effort to keep themselves physically present to attend to their

responsibilities. Thus, they become greatly committed: to protect the welfare of

learners, to continuously improve their cognitive development and to perform

innovations’ related to the academe.

Furthermore, teachers are obviously adaptable when they keep on applying

the techniques under this theory. It emphasizes that change proceeds from top to

bottom because the teachers applied planned intervention based on the strength and

weaknesses of his/her students.


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In relation to the current study, the said theory acquires teachers to be

prepared and ready in any circumstances inside the classroom. They are the

superior being in the classroom, thus having more power, wisdom and discipline to

show to the students. And this characteristics can be acquire through a training that

is suited for every ones diverse characteristics as a teacher.

Another related theory is the Goal Achievement Theory as averred by Wright

(2005). It states that individuals have a 'personal theory' about what achievement

means to them for that specific situation or task. The characteristics of the situation

and task interact to impact the state of the goal the individual adopts. Achievement

behavior is "the behavior in which the goal is to develop or demonstrate to self and

others high ability or avoid demonstrating low ability". Ability is constructed in two

ways: first, ability can be judged high or low with reference to the individual's own

past performance or knowledge. In this context, gains in mastery indicate

competence. Second, to demonstrate high capacity, one must achieve more with

equal effort or use less effort than others do for an equal performance.

Teachers and school heads in Oriental Mindoro aspire for an enhanced and

improved institutional performance best measured in terms of proper implementation

of teaching learning process, pupil’s outcomes, community involvement, and

professional growth and development. These are all specified in the Key Result Area

(KRA) of the principal’s OPCRF and teachers IPCRF. School head and the faculty

members can merge their efforts towards successfully fulfilling the KRA’s objectives.

Teachers’ aspiration for productivity, responsibility, accountability and effectiveness

are traceable to the school projects for effective and efficient organization practices.

In this regard, relevant teacher training and enhanced professionalization programs

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are the justifiable results of effective human resource management (HRM) practices

of school teaching staff.

Recent cognitive theories of motivation, however, portray humans seeking to

optimize rather than minimize stimulation and are thus better able to account for

exploratory behavior, the need for variety, aesthetic reactions, and curiosity.

Mentioned by both Gutierrez (2012) and Tenedora (2016) in their respective studies,

Maslow distinguished two levels of motivation, based on two needs: deficiency needs

and growth needs. At the most basic levels are the physiological needs. He

contends that until these needs are at least partially satisfied, the individual will not

be concerned with the needs of the next level, those of safety and security. Maslow

does not mean to imply that every human being achieves full success in satisfying all

these needs. For instance, not everyone gets to enjoy prestige and social status, let

alone the ultimate goal of self-actualization. What he means, however, is that we

must be alert to the fact that persons cannot even consider some of their more social

needs when their basic needs are left unfulfilled. For instance, a hungry student or a

student riddled with anxieties due to traumatic family situation may not

wholeheartedly pursue goals of prestige and self-actualization.

Enlighten by Self-Actualization Theory of Abraham Maslow, Attachment

Theory cited by Marvins and Britner and Goal Achievement Theory, a researcher

conceptualized a conceptual model to illustrate the relationships of the variables to

be studied and the research process of the study.

Research Paradigm

In view of the foregoing theoretical discussions, this conceptual model is

presented.
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A. What is the profile of senior high
school faculty in terms of :
1. Teachers’ education
The conceptual model features the teachers’ profile and teachers’ needs

assessment of senior high school TVE teachers as main focus of this study. The

teachers profile includes teachers’ education, teachers’ training experience and

teachers’ teaching experience. Teachers’ needs assessment includes knowledge of

content and pedagogy, learning materials and learning environment, and students

learning outputs.

Statement of the Problem

This study was trying to answer the problem about the needs of assessments

among senior high school faculty in a Technical – vocational schools that can be a

basis for faculty training program.

Specifically, this study seeks to answer the following questions:

1. What is the profile of SHS TVE faculty in terms of:

1.1 teachers’ education;

1.2 teachers’ trainings attended; and

1.3 teachers’ teaching experience?

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2. What is the needs assessment of SHS TVE faculty in terms of:

2.1 knowledge of contents and pedagogy;

2.2 learning materials and learning environment; and

2.3 learning outputs?

3. What is the perceptions of the assessors in the needs assessment of SHS

TVE faculty when grouped according to the profile in terms of:

3.1 Teachers’ education;

3.2 Teachers’ trainings attended; and

3.3 Teachers’ teaching experience?

4. Is there a significant difference in the needs assessment of SHS TVE faculty

and the assessors?

5. What faculty training program can be proposed based on the findings?

Hypothesis

This study tested the given hypothesis:

There is no significant difference between the assessment of SHS faculty and

the assessors’ assessment and perceptions as indicated in the result in the

questionnaires.

Scope and Delimitation of the Study


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The study was conducted to determine the needs assessment among SHS

faculty of technical- vocational HS as basis for faculty training program in school year

2019 – 2020.. The group of respondents was composed of sixty (60) senior high

school teachers teaching technical vocational subjects and one hundred twenty (120)

SHS students.. The teacher – respondents in the first group are twenty (20) from

Marcelo I. Cabrera Vocational High School, twenty (20 ) from Paradigm Colleges and

twenty (20) from Bongabong Technical Vocational School. And the student –

respondents. And out of one hundred twenty (120) students – respondents, the

researcher chose forty (40) students each respondent’s school using guessing who

method to identify and complete set of respondents.

This focuses on assessment needed by senior high school TVE teachers as

they perform their tasks daily. It also delves on the 21 st century teaching and learning.

Significance of the Study

The result of this study is beneficial to the following:

School heads. They could use this study as their personal reference to

characterize the level at which each one of the programs implemented impacts their

school practices. Moreover, they could focus themselves on particular school

program which brings-in greater benefits to the school organization as determined

by their performance and contribution to school development. Specifically, they

would be able to visualize the positive result of assessment to the performance of

their instructional and administrative tasks.

The parents. They could gain insights on how to approach a particular

teacher for a more harmonious relationship between the PTA and the school

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administration. They could strongly affirm their commitment to the school and by

extending support and linkages to other school and various supportive agencies, in

the government or in the sympathetic non- government organizations both local and

national.

Students. As learners who are center of the school, they could strongly reflect

and commit themselves in assessment activities of the school for they could adapt

and even support the school assessment programs.

Future researchers. This study could offer a baseline data for future studies.

The findings that could be drawn from this study would serve as guide to either

support or add findings or even add scope that the researcher was not able to attend

to due to the limitation set on this study. Theoretically interested researchers could

even broaden the dimension by adding variables that are not present in this study.

Definition of Terms

The researcher defines all the terms used in this study using operational

definitions:

Assessment – is a process that is used to keep track of learner’s progress in

relation to learning standards and in development of 21 st century skills; to promote

self-reflection and personal accountability among students about their own learning;

and to provide basis for the profiling of students’ performance on the learning

competencies and standard of curriculum.

Teachers’ education- refers to teachers’ education obtained from college

where he finished his degree/ diploma.

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Teachers’ Training- these are seminars, in- service trainings, workshops,

symposium, specialized trainings and learning action cells attended by the teachers.

Teaching experience – is the years in service rendered by the teachers in

school, during these years he has been rated depends on what and how extent she

executes his responsibility as teacher . It could be outstanding, very satisfactory or

satisfactory.

Knowledge of contents and pedagogy –teachers apply knowledge of

content within across curriculum and collaborate with colleagues in the conduct and

application of research to enrich knowledge and strategies.

Learning materials and learning environment –teacher prepares/ manages

learning materials for better understanding of the lesson, address learners’ behaviors

constructively, support learners’ participation and manages classroom structures and

activities.

Learning outputs – learners output are aligned with corresponding learning

activities and assessment, it identifies what students do after topic discussions.

Perceptions- refer to assessors’ ability to understand and interpret on the

skills presented during the assessment period.

Skills demonstration – it is students’ ability to demonstrate and integrate

their knowledge, understanding, and skills about skills learned in a specific

competency in technical –vocational subject.

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Students Learning – are gained knowledge from formal and informal

instructions inside and outside the classroom. This knowledge should see and

applied in the students daily performance and activities.

Teachers Competence – is teachers’ ability to teach the lesson effectively and

efficiency and provides adequate learning materials for his learners and promote

learners’ maximum participation.

Teachers Methodology – a teaching method comprises the principles and

methods used by teachers to enable student learning. These strategies are

determined partly on subject matter to be taught and partly by the nature of the

learners.

Senior High School – refers to the last two years of the K to 12 programs that

has been is a high school.

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Chapter II

Review of Related Literature and Studies

This chapter presents all the related literature and studies which have

significant connection to assessment for senior high school faculty of technical

vocational schools.

There has been growing attention to the assessment of competencies in

vocational education and training and the role that it plays in meeting the needs of

employers and learners (Clayton et al.(2015). This attention has been heightened

further in more recent years with the emerging priority of a national approach to

continuing education and training because of changing work requirements, an ageing

workforce and lengthening working lives (Billett et al. 2015). The current focus on

existing models of assessment of competencies is motivated by a concern that they

may not be suitable for achieving the aims of vocational education and training as

identified in the Annual National Report of the Australian Vocational Education and

Training System 2016 (Australian Government (2016). Nor might they be

appropriately used to assess and certify learning for workplace contexts.

This concern is shared by international agencies and governments (OECD

(2016) where concerns extend to considerations of how a quality assurance

framework can be used to increase attention to the quality of quantitative and

qualitative assessments. In the national report referred to here, Karmel (2015)

recommends that lack of systemic validation and moderation processes within and

between providers and training systems is reducing the level of confidence in the

comparability and accuracy of assessments.

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The tendency on the part of assessors to develop and implement their own

assessment tools and materials, as well as system imperatives for assessors to

customize assessments to local contexts, may be factors contributing to a reduction

in the comparability and accuracy of assessments. The regular use of independent

assessors can help to minimize this risk. Included in the OECD’s (2016) discussions

of recommendations are that standards through Australia should be achieved

through common assessment procedures to determine whether necessary skills

have been acquired.

It might be argued that, in the context of vocational education, concepts such

as formative and summative assessment, and simulated assessment might be

pertinent (see for example Halliday-Wynes and Misko(2015). Here, it is helpful to

keep in mind Sadler’s (2015) observations about learning and assessment earners

can be said to have learned something when three conditions are satisfied. They

must be able to do, on demand, something they could not do before. They have to be

able to do it independently of particular others, those othersbeing primarily the

teacher and members of a learning group (if any). And they must be able to do it well.

Assessment should be directed towards gathering evidence for drawing

inferences about capability under these conditions, not the scaffold conditions.

Studies showed (Craddock and Mathias 2015; Halliday-Wynes and Misko2016;

Taras 2015) that appropriate assessment strategies are a key part of competency

development. Further, students reported that they could access counseling in

regards to assessment tasks because they found assessment daunting (Halliday-

Wynes and Misko2012). A variety of assessment approaches is seen as good

practice as it takes a more holistic approach instead of seeing assessment as

discrete parts. A discussion of three approaches follows as it pertains to assessing


18
mathematics. Although drawing on contexts such as schools, this discussion is useful

for how such approaches might be useful in VET contexts for assessing

competencies.

A diagnostic assessment is ideal for VET learning contexts, as it assesses

students’ skills identifies their strengths and weaknesses. That is to say, a diagnostic

assessment provides trainers with information about what students know and do not

know. With this information, the type of instructional materials and activities to

support students’ mathematics learning can then be designed. Cognitive diagnostic

assessment tasks (CDAT) are informed by scientific theoretical frameworks on the

cognitions that underpin students’ mathematics learning, which have been identified

as missing from traditional testing procedures (Battista 2015; Goldin 2016; Lesh and

Kelly 2015; Ball and RAND Mathematics Study Panel 2015). Cognition is the core of

substance of understanding and sense-making in mathematics (Baturo2018).

Cognitive diagnostic assessment tasks are designed to be used in formative and

summative assessment, in particular, to identify what mathematical concepts and

processes students understand before, during, or at the conclusion of teaching. It

provides a vehicle for deepening teachers’ understanding of core ideas in elementary

mathematics and consequently to modify or extend their instruction. CDAT provides

a springboard for intervention or prevention.

A study by Simon et al. (2015) Supporting Indigenous students’ achievement

in numeracy explored the impact of authentic (rich) task assessment on middle year

Indigenous students’ mathematics achievement in remote schools. The findings

indicated that rich tasks were hard for students to access even though the literary

demands were low. The study found that a more diagnostic problem task that

required less English literacy and used concrete materials appeared to be more
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effective for students. In Betts et al. (2016) of mathematics teaching and learning in

middle school in California a diagnostic assessment was found to have positive

effects on students’ outcomes particularly when it led to specific interventions.

Halliday-Wynes and Misko(2016) point out that where the assessment of

competencies is used it can provide a diagnostic tool for quality assurance purposes.

Gulikers et al. (2017) argue that authentic or work-placement assessment is suitable

for vocation education and training contexts. They state that the aim of authentic

assessment is to link earning and working by creating a correspondence between

what is assessed in the school and what students need to do in the workplace during

an internship or after finishing their education. Authentic assessments are expected

to (a) stimulate students to learn more deeply, (b) stimulate students to develop

professionally relevant skills and thinking processes used by professionals, and (c)

motivate students to learn by showing the immediate relevance of that what is learnt

for professional practice. There are, however, two points to consider. One is that

perception of what is authentic differs between people. The second is that this

perception varies for students engaging in authentic assessment tasks. A student’s

experience may shape what

constitutes authentic assessment. Although authentic assessment in vocational

education and training might seem appropriate

(Rush et al. 2015) trainers need to be aware of the biases in them (Bennett

2015). In his discussion of formative assessment, Bennett (2016) asserts that

“formative inferences are not only subject to uncertainty, they are also subject to

systematic, irrelevant influences that may be associated with gender, race, ethnicity,

20
disability, English language proficiency, or other student characteristics. Put simply, a

teacher’s formative actions may be unintentionally biased”. To reduce these biases,

trainers need to recognize their biases and consider “evidence from multiple sources,

occasions, and contexts”. Such understandings of bias and disadvantage might be

applicable when considering assessment in a vocational education and training

context.

The project adopted a mixed methods design aimed at benefitting research

participants and included: participatory collaborative action research (Anderson 2017;

Kemmis et al. 2015; Lozenski2016) and, community research (Smith 2015).

Participatory collaborative action research refers to is a “collective, self-reflective

enquiry undertaken by participants in social situations in order to improve the

rationality and justice of their own social and educational practices” (Kemmis et al.

2015). Simply communicating information alone does not seem to have a significant

impact on changes in training practice and assessment; therefore, there is a need for

action research to identify the effectiveness of the project. Community research is

described as an approach that “conveys a much more intimate, human and self-

defined space” (Smith 2015,). Community research relies on and validates the

community’s own definitions. As the project is informed by the social at a community

level, it is described as “community action research or emancipator research”. A

series of collaborative action research case studies to improve numeracy teaching

and assessment of Indigenous VET students was developed. The cases focused on

the assessment approaches that trainers used in their training of VET students.

Synthesis

Improving teachers’ teaching performance cannot happen in a day. The SHS

faculty need careful and serious planning and requires teachers’ knowledge in
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different classroom instructions that would increase students’ engagement and

motivation which led to an increase in their academic performance. The quality of

instruction and effective instructional design are imperative to lessen problems

related to technical vocational subjects. Thus, it is the role of the teacher to find for a

classroom instruction that would address this need.

Assessment should be directed towards gathering evidence for drawing

inferences about capability under these conditions, not the scaffold conditions.

Studies showed (Craddock and Mathias 2015; Halliday-Wynes and Misko2016;

Taras 2015) that appropriate assessment strategies are a key part of competency

development. Further, students reported that they could access counseling in

regards to assessment tasks because they found assessment daunting (Halliday-

Wynes and Misko2012). A variety of assessment approaches is seen as good

practice as it takes a more holistic approach instead of seeing assessment as

discrete parts. A discussion of three approaches follows as it pertains to assessing

mathematics. Although drawing on contexts such as schools, this discussion is useful

for how such approaches might be useful in VET contexts for assessing

competencies.

(Rush et al. 2015) trainers need to be aware of the biases in them (Bennett

2015). In his discussion of formative assessment, Bennett (2016) asserts that

“formative inferences are not only subject to uncertainty, they are also subject to

systematic, irrelevant influences that may be associated with gender, race, ethnicity,

disability, English language proficiency, or other student characteristics. Put simply, a

teacher’s formative actions may be unintentionally biased”. To reduce these biases,

trainers need to recognize their biases and consider “evidence from multiple sources,

occasions, and contexts”. Such understandings of bias and disadvantage might be


22
applicable when considering assessment in a vocational education and training

context.

Teachers’ knowledge and pedagogies are essentials to maximize students’

performance. The more teachers have used appropriate strategies for the set

learners the more the chance the learners understand the lesson. Teachers’ learning

materials provide opportunities for learners’ better understanding and anchors

learners’ comprehensions. Teacher should offer learner-friendly environment for

them to be acquainted and comfortable in performing activities.

The fact that there only number of recorded literature and studies on assessment

techniques; it implies that this matter has not yet captured much attention. With this,

the researcher sees the solution with the use of appropriate and right assessment

techniques as revealed by various studies. Thus, the researcher is motivated to

conduct this study that will determine the assessment techniques and procedures as

well as to formulate teachers’ training program.

23
Chapter III

RESEARCH METHODOLOGY

This chapter presents the methodology that was used in the study which

includes the discussion of the research design, respondents of the study, research

instruments, data gathering procedures and the statistical treatment employed in the

analysis and interpretation of data.

Research design

This study will make use of the procedures of descriptive correlation research

design. Descriptive research will be used to determine the assessment practices of

selected senior high schools. Correlation research design will be used to determine

the relationships between the two variables.

Population and Sampling


24
The respondents are consisted of Grade 11 and 12 teachers and students of

Marcelo I. Cabrera Vocational HS, Bongabong Vocational HS and Paradigm

Colleges of Science and Technology during the fourth quarter of school year 2019-

2020 with a total of one hundred eighty (180). The researcher selected teachers, and

out of sixty (60) teachers respondents , the researcher were randomly selected

twenty (20) teachers from each respondents school using fishbowl method as well as

determining who will represent teachers group. And out of one hundred twenty (120)

students’ respondents, the researcher chose forty (40) students each respondent’s

school using guessing who method to identify and complete set of respondents.

Respondents of the Study

The respondents of the study are students of three identified Technical-

Vocational Schools in Southern part of Oriental Mindoro namely Marcelo I. Cabrera

VHS, Paradigm Colleges of Science and Technology and Bongabong VHS. Each

school has more than one thousands senior high school students and more than

thirty (30) senior high school teachers. However, to get equal number of teacher

respondents from each respondent’s school, the researcher chose twenty (20)

respondents using fishbowl method. Same procedure was used in getting the

number of students’ respondents, forty (40) students’ each respondents’ school were

identified.

Research Locale

The researcher will conduct the questionnaire among sixty (60) senior high

school teachers teaching technical vocational subjects and one hundred twenty (120)

25
senior high school students in selected technical vocational high schools and

selected 10 assessors in Oriental Mindoro.

Particularly, Marcelo I. Cabrera Vocational High School, Bongabong Vocational

High School and Paradigm College of Science and Technology. These schools offer

technical vocational education for a decade and receive plaque of appreciation and

recognition from TESDA and other private and public sectors.

Likewise, the researcher chose these schools because of the notion that they

have vaster knowledge in technical vocational education that are contributory to the

refinement of this study.

Research Instrument

The following instruments were used in the study:

1. K to 12 Curriculum Guide for TVL

To determine the learning competency that will be covered during the quarter, the

researcher used the K to 12 Curriculum Guide for TVL Grades 11 and 12.

2. Self- Made Structured Questionnaires.

To determine the complete and reliable answers by the respondents and to

ensure that questions to be administered are covered during the quarter and the

competencies were taught by the TVE teachers. Two sets of questionnaires are

prepared, set A is for teachers and set B is for students.

3. Four Point Likerts’ Scale

To get the respondents answers using 4 as strongly agree, 3 agree, 2

disagree and 1 strongly disagree, the researcher will surely categorize, analyze and

interpret the data using this instrument.

26
Data Gathering Procedure

The researcher asked permission from the Schools Division Superintendent of

Division of Oriental Mindoro and to the principals of three respondents’ school

through a letter of request signed by the Dean of the Graduate School of Education.

The pilot testing was carried out on January 7, 2020 and the actual questionnaire

was administered on February 26 -27, 2020 in three respondents’ school. The test

questions and test results were collected, tabulated, analyzed and interpreted by the

researcher.

Statistical Treatment of Data

The data that was gathered was subjected to statistical analysis using mean,

standard deviation, and t- test of mean.

Mean. It was used to find the average of the respondents’ answers. It reflects

the needs assessment among senior high school TVL teachers and be used as basis

for training development program.

To determine the needs assessment among senior high school TVL teachers,

the result of the test was analyzed and interpreted.

Standard Deviation. It was used to provide an index of how much a group of

scores in the test vary from their mean.

T- Test for means. It was used to find out if there is significant difference

between the needs assessment among senior high school TVL faculty and the

assessors’ perceptions during the assessment period.

27
Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered by the

researcher. It also presents the answers to the specific questions posed in

Chapter I.

1. Profile of SHS TVE faculty in terms of:

1.1 Teachers Education Attainment

Table 1
Frequency and Percentage Distribution of the Profile of SHS TVE
Faculty in Terms of Teacher’s Educational Attainment
Indicators Frequency Percentage
1. With Doctorate Degree 4 6.67%
2. With Doctorate Units 7 11.67%
3. With Master’s Degree 10 16.67%
4. With Master’s Units 30 50%
5. BSED Graduate 9 15%
Total 60 100%

Table 1 presents the frequency and percentage distribution of the Senior High

School Technical-Vocational Education faculty members in the selected secondary

schools in Oriental Mindoro.

As shown in the table, most of the faculty members in the SHS TVE program

have earned units in master’s degree with 30 teachers which correspond to half of

the total respondents or 50 percent. This was followed by faculty members who are

master’s degree graduate with 10 or 16.67 percent, and BSED graduate with 9 or 15

percent. It is interesting to note that some faculty members are gearing toward higher

level of education by enrolling on their doctorate degree, on which seven (7) of them

28
or 6.67 percent have already earned doctorate program while seven or 11.67 percent

are presently pursuing either Doctor of Philosophy or Doctor of Education.

The data above implies those faculties members in the selected TVE schools

in Oriental Mindoro have meet necessary educational qualifications to handle

technical-vocational education track in the Senior High School.

1.2 Teachers’ Training Attended

Table 2
Frequency and Percentage Distribution of the
Profile of SHS TVE Faculty in Terms of Teacher’s Training Attended
Indicators Frequency Percentage
1. Trainers’ Methodology II Holder 10 16.67%
2. Trainers’ Methodology I 10 16.67%
3. National Certificate Level III holder 15 25%
4. National Certificate Level II holder 15 25%
5. National Certificate Level I holder 10 16.67%
Total 60 100%

Table 2 shows the frequency and percentage distribution of the profile of the SHS

TVE faculty in selected TVE secondary schools in Oriental Mindoro in terms of

teacher’s training attended.

It can be gleaned from the table that 15 faculty members who corresponds to 25

percent were National Certificate Level III (NC III) holders while another 15 faculty

members were National Certificate Level II (NC II) passers. The remaining faculty

members were either Trainer’s Methodology II, Trainer’s Methodology I and National

Certificate Level I holders, with 10 for each program.

Based on the data above, all faculty members have obtained the required

certification level to qualify them to teach in the TVE program. This is also in

consonance with the prescribed TVET qualification for TVE faculty.

29
1.3 Teacher’s Teaching Experience

Table 3
Frequency and Percentage Distribution of the
Profile of SHS TVE Faculty in Terms of Length of Teaching Experience
Indicators Frequency Percentage
1. 26- 30 years in service 7 11.67%
2. 20- 25 years in service 12 20%
3. 15- 19 years in service 20 33.33%
4. 10- 14 years in service 15 25%
5. 9 years and below 6 10%
Total 60 100%

Table 3 presents the frequency and percentage distribution of the profile of the

SHS TVE faculty in selected TVE secondary schools in Oriental Mindoro in terms

of teacher’s teaching experience.

As can be gleaned from table, teachers with 15-19 years of teaching

experience constitute the greatest number of faculty members with 20 which

corresponds to 33.33 percent. This was followed by teachers with 10-14 years of

teaching experience with 15 or corresponds to 25 percent, teachers with 20-25

years of teaching experience with 12 or 20 percent, teachers with 26-30 years of

teaching experience with seven or 11.67 percent. Meanwhile, only six (6) faculty

members or 10 percent of total respondents have less than nine years of teaching

experience.

The data above implies that the faculty members were experienced teachers

in handling technical vocational subjects.

2. Needs assessment of SHS TVE faculty in terms

2.1 Knowledge of contents and pedagogy

Table 4
Needs assessment of SHS TVE Faculty Members
in terms of Knowledge of Contents and Pedagogy
Indicators Mean Rank Description
30
1. Applies knowledge of content and pedagogy 3.71 1 Strongly
within across curriculum teaching areas. Agree
2. Collaborates with colleagues in the conduct and 2.88 5 Agree
application of research to enrich knowledge of
content and pedagogy
3. Ensures the positive use of ICT to facilitate the 3.65 2 Strongly
teaching and learning process. Agree
4. Lead the colleagues in the advancement of the 3.18 4 Strongly
arts and science of teaching based on their agree
comprehensive knowledge of research and
pedagogy.
5. Promote effective strategies in teaching and 3.63 3 Strongly
learning process. Agree
Overall Mean 3.41 Strongly
Agree

Table 4 indicates the needs assessment of SHS TVE faculty members in

terms of knowledge of contents and pedagogy.

Based from the table, item number 1 which states applies knowledge of

content and pedagogy within across curriculum teaching areas obtained the highest

rank with a weighted mean of 3.71 described as strongly agree. This result is

attributed to active participation of faculty members in curriculum design and

development through various seminars and training facilitated by DepEd Oriental

Mindoro.

Meanwhile, item number 2 which states collaborates with colleagues in the

conduct and application of research to enrich knowledge of content and pedagogy

registered the lowest rank with a weighted mean value of 2.88 described as agree.

The overall computed mean is 3.41 described as strongly agree. The finding

implies that most of the faculty members in the SHS TVE program are

knowledgeable in the curriculum design and implementation of TVE programs.

2.2. Learning materials and learning environment

Table 5
31
Needs assessment SHS TVE Faculty Members in terms of
Learning Materials and Learning Environment

Indicators Mean Rank Description


1. Prepares learning materials for better 3.67 3 Strongly agree
understanding
2. Manages learners’ behavior 3.65 4 Strongly agree
constructively
3. Supports and promotes learners’ 3.73 1 Strongly agree
participation
4. Uses/ proposes to all set of learners 3.57 5 Strongly agree
5. Manages classroom structures and 3.68 2 Strongly agree
activities.
Overall Mean 3.66 Strongly agree

Table 5 indicates the needs assessment of SHS TVE faculty members in

terms of learning materials and learning environment.

As reflected in table, item number 1 which states supports and promotes

learners’ participation obtained the highest rank with a weighted mean of 3,73

described as strongly agree. Meanwhile, item number 4 which states that uses/

proposes to all set of learners registered the lowest rank with a weighted mean of

3.57 but still described as strongly agree.

The overall mean is 3.66 described as strongly agree. The finding implies that

faculty members are capable of providing appropriate learning materials and

preparing an environment conducive for learning.

2.3 Learning outputs

Table 6

Needs assessment SHS TVE Faculty Members


in terms of Learning Outputs

Indicators Mean Rank Description


1. Identifies learning outcome what learners can do 3.73 2.5 Strongly
after the topic/ lesson or unit is complete agree
2. Measures test clearly to achieve learning 3.62 4 Strongly
32
outcome. agree
3. Focuses on specific and creates actions on the 3.73 2.5 Strongly
behavior, learning outcome and cognitive agree
process
4. Produces relevant learning outcome and useful 3.50 5 Strongly
to learners. agree
5. Aligns the learning outcome with corresponding 3.81 1 Strongly
activities and procedures. agree
Overall Mean 3.68 Strongly
agree

Table 6 shows the needs assessment of SHS TVE faculty members in terms

of learning output.

Based from the table, item number 5 which states aligns the learning outcome

with corresponding activities and procedures obtained the highest rank with a

weighted mean of 3.81 described as strongly agree. Meanwhile, item number 4

which states produces relevant learning outcome and useful to learners registered

the lowest mean of 3.50 described as strongly agree.

The overall computed mean is 3.68 described as strongly agree. The finding

implies that the faculty members are capable of producing desirable outcomes based

learning on the activities performed by the students.

3. Perceptions of the assessors in the need’s assessment of SHS TVE

faculty when grouped according to the profile

Table 7
Profile Needs Assessment

Knowledge of Learning Materials and Learning Outputs


content and learning development
pedagogy

R Interpretation R Interpretation R Interpretation


value Value value
Teachers 0.87 High 0.88 High 0.86 High
Education
Teachers 0.84 High 0.88 High 0.89 High
33
Training
Attended
Teacher’s 0.91 High 0.88 High 0.87 High
Training
Experience

There is a significant relationship between the profile of the teachers in terms of

teacher education and needs assessment of faculty. The computed r values of 0.87

for knowledge and pedagogy, 0.88 for learning materials and learning development

and 0.86 for learning outputs denote high relationship. This means that the higher the

teacher educational attainment the higher the level of their performance in applying

knowledge and pedagogy, development of instructional materials and learning

output.

Similarly, there is a significant relationship between the profile of the teachers in

terms of teacher training attended. The computed r values of 0.91 for knowledge and

pedagogy, 0.88 for learning materials and learning development and 0.89. For

learning outputs denote high relationship. This means that the higher the teacher

who attended varied and varies training have the higher the level of performance in

applying knowledge and pedagogy, development of instructional materials and

learning output.

Moreover, there is a significant relationship between the profiles of the teachers in

terms of teacher’s training experience. The computed r values of 0.84 for knowledge

and pedagogy, 0.88 for learning materials and learning development and 0.87. For

learning outputs denote high relationship. This means that the higher the teacher

who were exposed to a higher level of trainings have higher the level of performance

34
in applying knowledge and pedagogy, development of instructional materials and

learning output.

4. Is there a significant difference in the needs assessment of SHS TVE faculty

and the assessors?

Table 8
Significant Difference in the Needs Assessment of SHS TVE
Faculty and the Assessors
Computed t value Verbal Description Interpretation
Knowledge of 0.43 Not significant Accepted
content and
pedagogy
Learning Materials 0.35 Not significant Accepted
and Learning
Development
Learning Outputs 0.37 Not Significant Accepted
Level of Significance: 0.05, (0.679)

There is no significant difference in the needs assessment of SHS TVE faculty

and the assessors. The computed t values of 0.43, 03.5 and 0.37 for knowledge of

content and pedagogy, learning materials and learning development and learning

outputs are lower than the tabular t value of 0.679 at 0.05 level of significance. Thus

the null hypothesis is accepted.

5. What faculty training program can be proposed for SHS TVE faculty?

The formulated faculty development program designed for SHS TVE teachers

to help improve teachers teaching performance. This plan would also identify and

manage teachers personal and professional growth and development.

Faculty Development Plan

(Dangay National High School/ Paradigm Colleges/ Marcelo I. Cabrera VHS)

35
Purpose

The purpose of this plan is to help enhance teachers’ knowledge for the effective

delivery of their lessons to their students. It also helps them to improve themselves

as learning front liners and for the successfully fulfillment of the requirements as

highly proficient teachers .The faculty members and the department recognize the

following as guide for identifying and managing professional growth opportunities.

Timetable

This plan is highly recommended and suggested to use as teachers guide in

varied activities in TVE classes specifically in these three schools (Dangay NHS,

Paradigm Colleges and Marcelo I. Cabrera VHS). The implementation of this plan will

start on school years 2020- 2021 and if this plan will be proven effective probably it

will be continuously adopted in the school years 2021-2022 and 2022-2023 by these

schools to meet the national competency of standard.

Statement of Responsibilities

It is expected that by three (3) school years of implementation of this plan as

adopted by three (3) schools, its effectiveness will be surely a gauge whether

applicable both on the part of TVE teachers and learners. This plan will serve as a

means for assessing and evaluating teachers’ performance as well as school

performance. It also a school framework for the developmental activities which be

used to establish priorities and expectations for the faculty member. Some

development activities may require more than one year. Both faculty members and

department heads should review the development plan to ensure accordance with

the TVE standard.

36
Development Activities

Goal

Students’ outputs will show significant improvement by end of first year of

implementation

Objective 1: On time submission of students’ learning output sand assignments.

Objective 2: Increase participation rate in activities such as cooperative learning

activities and active involvement interactions

Objective 3: Utilize Student-Teacher interactions and strategies that encourage

student independence, self-efficacy, and self-reliance.

Expected Outcomes:

A. Adhere to timelines, deadlines, and feedback to students provided in a timely

manner.

B. Evidence of increased use of participatory activities for students in class.

C. Evidence of improved student self-reliance, independence, and self-efficacy.

D. Significant improvement indicated by students during improvement period.

School Commitments

As part of this faculty development plan, the school principal, department

heads and TVE teachers are expected to do the following:

Monitoring:

37
1. Peer faculty observations of teaching will be conducted at least twice a month

during the improvement plan period and debriefings with faculty member held

following each observation.

2. Department head will meet with faculty member at least once a month during the

improvement plan period.

3. Provide funds for workshops if needed to develop skills in student participatory

activities, time management techniques, or other professional development as

recommended for faculty resulting from recommendations from class observations

visits.

38
CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations:

Summary of Findings

1. The Senior High School Technical-Vocational Education faculty members in

the selected secondary schools in Oriental Mindoro have earned units in master’s

degree with 30 teachers which correspond to half of the total respondents or 50

percent. This was followed by faculty members who are master’s degree graduate

with 10 or 16.67 percent, and BSED graduate with 9 or 15 percent. It is interesting to

note that some faculty members are gearing toward higher level of education by

enrolling on their doctorate degree, on which seven (7) of them or 6.67 percent have

already earned doctorate program while seven or 11.67 percent are presently

pursuing either Doctor of Philosophy or Doctor of Education.

It indicates that faculties members of the selected TVE schools in Oriental

Mindoro have met necessary educational qualifications to handle technical-vocational

education track in the Senior High School.

SHS TVE faculty in selected secondary schools in Oriental Mindoro can be

gleaned some of them are National Certificate Level III (NC III) holders while others

are National Certificate Level II (NC II) passers. The remaining faculty members were

either Trainer’s

39
Methodology II, Trainer’s Methodology I and National Certificate Level I holders,

some of them are TVET qualified.

Teachers with 15-19 years of teaching experience constitute the greatest number

of faculty members with 20 which corresponds to 33.33 percent. This was followed

by teachers with 10-14 years of teaching experience with 15 or corresponds to 25

percent, teachers with 20-25 years of teaching experience with 12 or 20 percent,

teachers with 26-30 years of teaching experience with seven or 11.67 percent.

Meanwhile, only six (6) faculty members or 10 percent of total respondents have less

than nine years of teaching experience. Faculty members were experienced teachers

in handling technical vocational subjects.

2. The needs assessment of SHS TVE faculty members 1) in terms of

knowledge of contents and pedagogy. Based from the result, item number 1 which

states applies knowledge of content and pedagogy within across curriculum teaching

areas obtained the highest rank with a weighted mean of 3.71 described as strongly

agree. This result is attributed to active participation of faculty members in curriculum

design and development through various seminars and training facilitated by DepEd

Oriental Mindoro.

Meanwhile, item number 2 which states collaborates with colleagues in the

conduct and application of research to enrich knowledge of content and pedagogy

registered the lowest rank with a weighted mean value of 2.88 described as agree.

The overall computed mean is 3.41 described as strongly agree. The finding implies

that most of the faculty members in the SHS TVE program are knowledgeable in the

curriculum design and implementation of TVE programs 2) learning materials and

learning environment as reflected, item number 1 which states supports and

promotes learners’ participation obtained the highest rank with a weighted mean of
40
3,73 described as strongly agree. Meanwhile, item number 4 which states that uses/

proposes to all set of learners registered the lowest rank with a weighted mean of

3.57 but still described as strongly agree. The overall mean are 3.66 described as

strongly agree. The finding implies that faculty members are capable of providing

appropriate learning materials and preparing an environment conducive for

learning3) learning outputs states aligns the learning outcome with corresponding

activities and procedures obtained the highest rank with a weighted mean of 3.81

described as strongly agree. Meanwhile, item number 4 which states produces

relevant learning outcome and useful to learners registered the lowest mean of 3.50

described as strongly agree. The overall computed mean is 3.68 described as

strongly agree. The finding implies that the faculty members are capable of producing

desirable outcomes based learning on the activities performed by the students.

3. The perceptions of the assessors in the need’s assessment of SHS TVE faculty

when grouped according to the profile. There is a significant relationship between the

profile of the teachers in terms of teacher education and needs assessment of

faculty. The computed r values of 0.87 for knowledge and pedagogy, 0.88 for

learning materials and learning development and 0.86 for learning outputs denote

high relationship. This

means that the higher the teacher educational attainment the higher the level of their

performance in applying knowledge and pedagogy, development of instructional

materials and learning output.

Similarly, there is a significant relationship between the profile of the teachers in

terms of teacher training attended. The computed r values of 0.91 for knowledge and
41
pedagogy, 0.88 for learning materials and learning development and 0.89. For

learning outputs denote high relationship. This means that the higher the teacher

who attended varied and varies training have the higher the level of performance in

applying knowledge and pedagogy, development of instructional materials and

learning output.

Moreover, there is a significant relationship between the profiles of the teachers in

terms of teacher’s training experience. The computed r values of 0.84 for knowledge

and pedagogy, 0.88 for learning materials and learning development and 0.87. For

learning outputs denote high relationship. This means that the higher the teacher

who were exposed to a higher level of trainings have higher the level of performance

in applying knowledge and pedagogy, development of instructional materials and

learning output.

4.There is no significant difference in the needs assessment of SHS TVE faculty

and the assessors. The computed t values of 0.43, 03.5 and 0.37 for knowledge of

content and pedagogy, learning materials and learning development and learning

outputs are lower than the tabular t value of 0.679 at 0.05 level of significance. Thus

the null hypothesis is accepted.

Conclusions

In view of the preceding findings, the following conclusions are finalized by the

researcher:

1. Teacher’ education is important for student achievement. Their expertise l

contributes and deepens students’ knowledge and develops innovative skills which in
42
turn, help improve school performance and services. Trainings and seminars they

are considered contributory factors in the learners achievement and performance

since they are dealing and applying knowledge and competencies they have learned.

These trainings and seminars attended help improve students’ general skills, improve

overall organization performance. Teachers teaching experience increases teacher

effectiveness. Teacher makes greater gains in their effectiveness when they

accumulated experience in the same grade level, subject they taught. More

experience teachers confer benefits to their colleagues, their students and to the

school as a whole.

2. Senior high school TVE faculty members needs assessment, it is expected

that they apply knowledge of content and pedagogy within across curriculum

teaching areas. In the domain 1 of PPST, teachers should have the knowledge of

content and pedagogy for them to meet the standard of K-12 program. They also

prepared daily learning materials for their students and learning environment or

classrooms supports and promotes learners’ participation. Students performance

reflected in their submitted outputs. It implies that the faculty members are capable of

producing desirable outcomes based learning on the activities performed by the

students.

3. Assessors’ perceptions in the need’s assessment of SHS TVE faculty when

grouped according to the profile. The higher the teacher educational attainment,

trainings attended and teaching experiences contributes for the level of their

performance in applying knowledge and pedagogy, development of instructional

materials and learning output.

43
4.There is no significant relationship in the needs assessment of SHS TVE faculty

and the assessors. The computed t values of 0.43, 03.5 and 0.37 for knowledge of

content and pedagogy, learning materials and learning development and learning

outputs are lower than the tabular t value of 0.679 at 0.05 level of significance. Thus

the null hypothesis is accepted.

5. The formulated faculty development program designed for SHS TVE teachers

to help improve teachers teaching performance. This plan would also identify and

manage teachers’ personal and professional growth and development. (see annex)

Recommendations

In reference to the earlier discussion of findings and conclusions, the

researcher offers the following recommendations:

1. In deepening students’ knowledge and innovative skills, it is highly

recommended that TVE teachers/faculty should be equipped with “know how “ by

updating themselves with new trends in teaching attending graduate school

classes ,trainings and seminars. Their teaching experiences should also apply and

share to their learners and colleagues,

2. Senior high school faculty members should apply knowledge of content and

pedagogy to their learners within across curriculum teaching areas They should also

encourage to prepare daily learning materials for their students and the learning

environment or classrooms they prepared will support and promote learners’

participation.

44
3.It is recommended based on assessors’ perceptions that SHS TVE faculty

members should attend graduate school classes, comprehensive trainings and

seminars and use their teaching experiences properly as required and needed.

4. School leaders and school experts are recommended to prepare faculty

development plan to be utilized for effective delivery of competencies.

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Waterhouse, L. Y. (2006). "Inadequate Evidence for Multiple Intelligences, Mozart


Effect, and Emotional Intelligence Theories". Educational Psychologist 41(4),
247–255.

Willingham, D. T. (2004). “Check the Facts: Reframing the Mind”. Education Next:


19–24

C. Master Theses and Doctoral Dissertation

Banalan, K. C. (2013). Multiple Intelligences Profile of the First Two Sections of the
Fourth Year Students at Makiling National High School, Makiling, Calamba
City, School Year 2012-2013 and Its Relationship to Their Academic
Performance: A Survey. A Master Thesis. Liceo de Calamba, Calamaba City.

Diab, M. V. (2011). Children’s Music in the Southern Baptist Convention: An


Ethnographic Study of Four Churches in Maryland Examining the Effects of
Doctrine and Local Church Autonomy on Children’s Music. A Dissertation.
University of Maryland College Park. Maryland, USA.

Ho, Y. T. (2014). Culturally Diverse and Underserved Populations of Gifted Students


In the United States and in Taiwan: Equitable Access to Gifted Education. A
Master Thesis. Dominican University of California

Göğebakan, D. (2013). How Students’ Multiple Intelligences Differ in terms of Grade


Level and Gender. A Master’s Thesis. Middle East Technical University.

47
Okongo, B. C. O. (2009). Promoting Child Development Through Music: A
Comparison of Preschool Teachers’ Perspectives in Kenya and United States.
A Master Thesis. Kenyatta University, Kenya.

Gabayno,F.M. (2017). Multiple Intelligenc and Leadership Practices of School


Principals in Roxas District-Based Instruction. A Dissertation. Divine Word
College of Calapan, Calapan City.

E. Electronic Sources, Websites and Internet

Candler, L. (2011). Multiple Intelligence Survey for Kids. Teaching Resources.


(www.lauracandler.com).

Fleming, N. (2011). The Visual Auditory Kinesthetic (VAK) Model. (Retrieved from
https://prezi.com/6mauldn0jdmp/vak-learning-styles-model/ on September 29,
2015).

Gardner, H. (2009). Frequently asked questions--multiple intelligences and related


educational topics. (Retrieved from
http://howardgardner.com/FAQ/FREQUENTL Y%20ASKED%20QUESTIONS
% 20Updated%20March%2009.pdf on September 24, 2015).

Lomax, R. I & Li, J. A. (2010). Correlational Research. The Gale Group. (Retrieved
from http://www.education.com/reference/article/correlational-research/ on
September 21, 2015).

McSorley, B. (2014). Logical Mathematical Intelligence. Course Categories


(Retrieved from https://blog.udemy.com/logical-mathematical-intelligence/ on
September 24, 2015).

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http://www.edweek.org/ew/articles/2010109/29/05schmoker.h30.html on
September 23, 2015).

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http://talakayanatkalusugan.com/2011/09/23deped-issues-directive-for-raising-nat-
scores/ on February 12, 2016

(ref.article – Leadership Intelligence – A Holistic Approach, David McCuistion, May 9,


2013, retrieved, May 26, 2016 – http://aboutleaders.com/ mccuistion/)

(Referencing: Lester, S (1999) ‘An introduction to phenomenological research,’


Taunton UK, Stan Lester Developments (www.sld.demon.co.uk/resmethy.pdf,
accessed 9 –2 1 - 2014)

F. Other Sources

48
Baron-Cohen, S. (2009). “Autism:  The Empathizing-Systemizing (E-S) Theory”.
Annals of the New York Academy of Sciences (New York Academy of
Sciences) 1156 (The Year in Cognitive Neuroscience 2009): 68–80. 

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20120

RA 10533, “Enhanced Basic Education Act of 2013, otherwise known as “An Act
Enhancing the Philippine Basic Education System by Strengthening Its
Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefore and for Other Purposes

Wisconsin Department of Public Instruction (2010)

49
APPENDIX A
LETTER REQUEST TO THE SCHOOLS DIVISION SUPERINTENDENT

February 08, 2020


SUSANA M. BAUTISTA
Schools Division Superintendent
DepEd- Division of Oriental Mindoro
Sta. Isabel, Calapan City

Ma’am :

I am currently enrolled in thesis writing as a final requirement for the degree Master of Arts
in Education major in Educational Management at the University of Perpetual Help System
Dalta, Las Pinas City. My study is entitled “ Needs Assessment Among Senior High School
Faculty in Technical –Vocational School: Basis for Training Program “.

In relation with this, I would like to humbly request permission to allow me conduct my study
among selected senior high school teachers, school heads and assessors in the second
congressional district of oriental Mindoro this second week of March, 2020.

Rest assured that all responses to be gathered from the respondents will be treated with
utmost professionalism and confidentiality. It would be my honor to furnish you with the
results of this study for your reference and basis in designing training program for senior high
school teachers and among others.

Thank you very much.

Respectfully yours,

(SGD) REGENALD G.RUFON


Candidate , MAEd- Educational Management

Recommending Approval:

(SGD)

Approved:

(SGD) SUSANA M. BAUTISTA


Schools Division Superintendent
DepED- Division of Oriental Mindoro

50
APPENDIX B

LETTER REQUEST TO THE PRINCIPAL

February 08, 2020


THE SCHOOL PRINCIPAL
_______________________

Ma’am/ Sir :

I am currently enrolled in thesis writing as a final requirement for the degree Master
of Arts in Education major in Educational Management at the University of Perpetual
Help System Dalta, Las Pinas City. My study is entitled “ Needs Assessment Among
Senior High School Faculty in Technical –Vocational School: Basis for Training
Program “.

In relation with this, I would like to humbly request permission to allow me conduct
my study among your senior high school teachers outside their class hours.

Rest assured that all responses to be gathered from the respondents will be treated
with utmost professionalism and confidentiality. It would be my honor to furnish you
with the results of this study for your reference and basis in designing training
program for senior high school teachers and among others.

Thank you very much.

Respectfully yours,

(SGD) REGENALD G.RUFON


Candidate , MAEd- Educational Management

Recommending Approval:

(SGD)

Approved:

(SGD) _________________
School Principal

51
APPENDIX C

Questionnaires

Dear Respondents:
Kindly answer the following questions. Rest assured that all results and data will be
held confidentially.
Thank you very much. God Bless!

Part I: Profile of Teachers


Name:_________________________
Sex:___________________________
School:________________________
Position:_______________________
Age __________________________

Directions: Please supply the informations requested by putting a check (√) mark or write
your specific answer on the space provided.

Likert Scale
4 – Strongly Agree
3- Agree
2- Disagree
1-Strongly Disagree

2 Teachers’ Profile

A. Teachers’ Education
Indicators 4 3 2 1
3 Teacher is a Doctoral Degree
4 Teacher has Doctoral Units
5 Teacher is Masters Degree
6 Teachers has Masters Units
7 Teacher is BSED Graduate

B. Teachers’ Training Attended


1. Trainers’ Methodology II Holder
2. Trainers’ Methodology I
8 National Certificate Level III holder
9 National Certificate Level II holder
10 National Certificate Level I holder

52
C. Teaching Experience
Indicators
6. Teacher has 26- 30 years in service
7. Teacher has 20- 25 years in service
8. Teacher has 15- 19 years in service
9. Teacher has 10- 14 years in service
10. Teacher has 9 years and below

11 Needs Assessment

Likert Scale
4 – Strongly Agree
3- Agree
2- Disagree
1-Strongly Disagree

A. Knowledge of Content and Pedagogy


Indicators
6. Applies knowledge of content and
pedagogy within across curriculum
teaching areas.
7. Collaborates with colleagues in the
conduct and application of research to
enrich knowledge of content and pedagogy
8. Ensures the positive use of ICT to facilitate
the teaching and learning process.
9. Lead the colleagues in the advancement of
the arts and science of teaching based on
their comprehensive knowledge of
research and pedagogy.
10. Promote effective strategies in teaching
and learning process.

B. Learning Materials and Learning Environment


Indicators
6. Prepares learning materials for better
understanding
7. Manages learners’ behavior constructively
8. Supports and promotes learners’
participation
9. Uses/ proposes to all set of learners
10. Manages classroom structures and
activities.

C. Learning Output

53
Indicators
6. Identifies learning outcome what learners
can do after the topic/ lesson or unit is
complete
7. Measures test clearly to achieve learning
outcome.
8. Focuses on specific and creates actions on
the behavior, learning outcome and
cognitive process
9. Produces relevant learning outcome and
useful to learners.
10. Aligns the learning outcome with
corresponding activities and procedures.

Thank you. God bless us all,

REGENALD G. RUFON
( MAED- Candidate)

54

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