Republic of the Philippines
Department of Education
REGION V – BICOL
SCHOOLS DIVISION OF LEGAZPI CITY
ORO SITE HIGH SCHOOL
ORO SITE, LEGAZPI CITY
The Level of Career Readiness and Preparedness of TVL Students of Oro Site
High School
This research report is presented to the
Faculty of Oro Site High School
Legazpi City
In partial fulfillment of the
academic requirements in
Inquiries, Investigations, and Immersion
Researchers:
Atondo, Jasmine A.
Baldo, Jean
Balunso, Jaime
Barrun, Kyle Adrian
Micaller, Rayniel
Toledo, Ian Lynx
2023
INTRODUCTION
Background of the Study
Technical-Vocational-Livelihood (TVL) education serves as a pivotal component
in readying students for specific careers. Understanding the level of career readiness
and preparedness of TVL graduates is imperative for enhancing the efficacy of
vocational education programs (Smith, 2018).
In an international context, research from the United States has underscored
the significance of hands-on experiences in vocational education for improved career
outcomes (Johnson et al., 2019). This emphasis aligns with findings from European
studies, which highlight the integration of soft skills development in TVL, contributing
to a more holistic approach to career readiness (Brown & Anderson, 2020).
Internationally, there have also been studies and initiatives focused on career
readiness. For example, the World Economic Forum has identified several key skills
that are important for success in the Fourth Industrial Revolution, including critical
thinking, creativity, and emotional intelligence.
There have been several studies conducted in the Philippines that have explored
the career readiness of students. Some of the key factors that have been identified as
contributing to career readiness include access to career guidance and counseling,
exposure to different career options, and the development of soft skills such as
communication and problem-solving.
Turning our attention to the Philippines, local research has showcased success
stories of TVL graduates, emphasizing the impact of industry partnerships on
employability (Dela Cruz, 2021). However, it is important to acknowledge challenges
faced by TVL students in the Philippines, including inadequate facilities and limited
exposure to real-world scenarios, as documented in studies by Santos and Reyes
(2018).
In terms of laws and regulations related to career readiness in the Philippines,
there are several that are relevant to this topic. These include the K-12 program,
which aims to provide students with the skills and knowledge they need to succeed in
the workforce, as well as the Labor Code, which outlines the rights and protections of
workers in the Philippines.
Despite the existing literature, a noticeable research gap exists concerning the
alignment of TVL curricula with evolving industry demands, potentially hindering
graduates’ seamless integration into the workforce. Additionally, there is a need to
explore the long-term career trajectories of TVL graduates and identify areas for
improvement (Gomez, 2022).
Conducting this study is crucial to address the gaps in existing literature and
provide insights that can inform policy changes and curriculum enhancements in TVL
education (Tan, 2019). The findings will contribute to the development of more
relevant and responsive vocational programs, ensuring that graduates are adequately
equipped for the dynamic demands of the job market.
The primary goal of this research is to assess and enhance the level of career
readiness and preparedness among TVL graduates. By identifying strengths,
weaknesses, and areas for improvement in TVL education, the study aims to provide
recommendations for curriculum adjustments, industry collaboration, and support
systems to better prepare students for successful careers in their chosen fields
(Garcia, 2020).
Overall, there is a growing recognition of the importance of career readiness for
students in the Philippines and around the world. By providing students with the
resources and support they need to explore different career options and develop key
skills, we can help them to succeed in the workforce and contribute to the economic
development of their communities.
Rationale
This research is tightly delimited to Oro Site High School for the academic year
2023-2024, concentrating specifically on the Technical-Vocational-Livelihood (TVL)
students within this temporal and institutional scope. The chosen research method is
quantitative, emphasizing a systematic and numerical examination of the career
readiness and preparedness of TVL students at Oro Site High School.
Current State of the Research in the Field
The level of career readiness of TVL graduates In the Philippines is a subject
worth exploring (Lazo, Mendoza, & Dela Cruz, 2021). Their comparative study aimed
to compare the career readiness of TVL graduates from different regions in the
Philippines and identify factors that affect their career readiness. The study found that
there were significant differences in the career readiness of TVL graduates based on
their region. Factors such as availability employment opportunities, industry
connections, and the quality of identified as influential in shaping their career
readiness.
Synthesis of the Art
The level of career readiness and preparedness among students is a critical
subject of study in education and workforce development. As the demands of the
global job market continue to evolve, it is essential to ensure that students are
equipped with the necessary skills and knowledge to succeed in their chosen career
paths. Over the years, various researchers and experts have dedicated their efforts to
understanding and improving career readiness among students, particularly those in
Technical and Vocational-Livelihood (TVL) programs. This literature review aims to
explore the findings and insights of several authors who have contributed to this field
of study.
In 2016, the National Association of State Directors of Career Technical
Education Consortium (NASDCTEC) focused on defining career readiness and
preparedness. This paved the way for the development of a comprehensive framework
aimed at preparing students for both college and career. By identifying the essential
components required for future success, NASDCTEC aimed to bridge the gap between
education and the workforce.
Building upon this framework, the National Career Cluster Framework (NCCF)
Steering Committee in 2019 identified the six essential career readiness competencies.
These competencies, including critical thinking, communication, collaboration,
content knowledge, workplace readiness skills, and technology literacy, are actively
developed through various Career and Technical Education (CTE) programs. This
committee aimed to ensure that students are well-equipped with the necessary skills
to thrive in an ever-changing job market.
Recognizing the significance of CTE in preparing students for their future
endeavors, the National Association of State Directors of Career Technical Education
Consortium (NASDCTEC) and Advance CTE explored the key elements of a high-
quality CTE program. Their findingsemphasized the importance of promoting college
and career readiness through these programs further highlighting the need for an
effective curriculum and strong industry partnerships.
In 2019, Sinporn Wongkamhaeng and Sirisak Kittisomboon conducted a
comparative study on the career readiness and preparedness of TVL students in the
Philippines and Thailand. Their research shed light on the similarities and differences
between educational systems and their impact on students' readiness for the
workforce.
Analyzing and synthesizing existing literature in the field of TVL education,
Dexter B Cabahug, Maria Theresa M. Mendoza, and Jhun M. Dela Cruz provided an
overview of career readiness and preparedness among TVL students in the Philippines
in 2021. They identified gaps and made recommendations for improvement, ensuring
that the needs of TVL students are adequately addressed. In the field of TVL
education, researchers Dexter B. Cabahug, Maria Theresa M Mendoza, Jhun M. Dela
Cruz, and Arvin John P. Lazo have contributed significantly. In 2021, Cabahug,
Mendoza, and Dela Cruz addressed career readiness among TVL students in the
Philippines, identifying gaps and offering recommendations for improvement.
Meanwhile, Lazo, Mendoza, and Dela Cruz explored career readiness among TVET
graduates in the same year, analyzing factors like curriculum design and teaching
methods, providing valuable enhancement suggestions.
In 2020, Mendoza, Dela Cruz, and Lazo developed a career readiness
assessment tool for TVET graduates, aiming to standardize measurement for better
evaluation. In 2019, they undertook a similar initiative for TVET students,
emphasizing preparedness for the workforce to enhance the effectiveness of TVET
programs
In the 2018 study, Garcia, Santos, and Reyes meticulously examined the
employability skills of Technical-Vocational-Livelihood (TVL) graduates within the
Philippine context. This research offered valuable insights into the specific skills
essential for success in the workforce, shedding light on the practical abilities and
competencies that contribute to graduates’ employability. By delving into the nuances
of employability skills, the authors provided a nuanced understanding of the unique
requirements and challenges faced by TVL graduates in their transition from
education to the professional realm (Garcia, Santos, & Reyes, 2018).
Lim, Tan, and Cruz’s (2017) research focused on industry-driven innovations in
TVL education, providing a case study of successful collaborations between TVL
educational institutions and industries in the Philippines. The study emphasized
innovative approaches that enhance the relevance of TVL programs, highlighting the
importance of aligning educational curricula with industry needs. By exploring
successful collaborations, the authors contributed tothe ongoing discourse on bridging
the gap between academia and industry, ensuing that TVL programs evolve to meet
the dynamic demands of the workforce (Lim, Tan, & Cruz, 2017).
The 2016 study by Torres, Velasco, and Santos assessed the impact of industry
internships on the career development of Technical-Vocational-Livelihood (TVL)
students. By evaluating the influence of practical experiences gained through
internships, the authors offered valuable insights into how these experiences
contribute to students' readiness for the workforce. This research contributed to a
deeper understanding of the role of industry engagement in shaping the career
trajectories of TVL students, emphasizing the importance of real-world experiences in
preparing students for the demands of their future careers (Torres, Velasco, & Santos,
2016)
The literature presented in this review demonstrates the ongoing efforts and
research dedicated to understanding and enhancing the career readiness and
preparedness of TVL students. The development of comprehensive frameworks,
identification of essential competencies, comparative studies between different
educational systems, and the creation of assessment tools all contribute to a better
understanding and support for students embarking on their career journeys.
Career readiness and preparedness are crucial factors that contribute to the
success and employability of Technical-Vocational-Livelihood (TVL) students. In recent
years, several studies have been conducted to examine the level of career readiness
among TVL students, not only in the Philippines but also in other countries. These
studies aim to identify the factors that affect career readiness, explore the gaps in
knowledge, and provide recommendations for Improvement. By understanding the
findings and outcomes of these related studies, educators, policymakers, and
stakeholders can work towards enhancing the career readiness and preparedness of
TVL students, ultimately leading to better employment prospects and success in their
chosen fields.
The level of career readiness of TVL graduates In the Philippines is a subject
worth exploring (Lazo, Mendoza, & Dela Cruz, 2021). Their comparative study aimed
to compare the career readiness of TVL graduates from different regions in the
Philippines and identify factors that affect their career readiness. The study found that
there were significant differences in the career readiness of TVL graduates based on
their region. Factors such as availability employment opportunities, industry
connections, and the quality of identified as influential in shaping their career
readiness.
In a similar vein, Schneider, Müller, and Winkler (2021) conducted a study in
Germany to examine the career readiness of Technical and Vocational Education and
Training (TVET) students. Using a modified version of the Career Readiness Index
(CRI), the researchers found that TVET students in Germany demonstrated a high
level of career readiness. The study highlighted the importance of practical training,
internships, and partnerships with industries in enhancing the career readiness of
TVET students.
Moving to the context of the United States, Wu, and Zhang (2021) examined the
career readiness of TVET students. By utilizing a modified version of the Career
Readiness Index (CRI). The study shed light on the areas where TVET students in the
United States needed further development. It emphasized the significance of acquiring
practical skills, having a clear career path, and building strong networks to enhance
career readiness.
Turning our attention to Australia, Huang, Zhang, and Wu (2020) explored the
career readiness of TVET students in the country. By using the Career Readiness
Index (CRI), the study revealed that TVET students in Australia demonstrated a
moderate level of career readiness. The researchers identified the importance of
industry collaboration, work-integrated learning, and career guidance as crucial
factors in improving career readiness among TVET students.
In the study of Mohd Said (2020) focused on assessing the career readiness of
TVET students in Malaysia. The study utilized a modified version of the Career
Readiness Index (CRI) and found that TVET students in Malaysia had a moderate level
of career readiness. The findings emphasized the significance of practical training,
industry exposure, and the integration of entrepreneurship skills in enhancing the
career readiness of TVET students in Malaysia.
Further expanding the research scope, Zhang, Liu, and Wang (2019) examined
the career readiness of TVET students in Canada. Using a modified version of the
Career Readiness Index (CRI), the study provided insights into the strengths and
weaknesses of TVET students career readiness in Canada. The researchers highlighted
the importance of experiential learning, career guidance, and industry partnerships in
improving the career readiness of TVET students.
Through these studies, it becomes evident that career readiness among TVL
students is a topic of global concern. The findings collectively emphasize the
significance of practical training, industry exposure, career guidance, and
partnerships in enhancing career readiness. As TVL programs continue to evolve, it is
crucial for educational institutions, policymakers, and
Problem in The Field
Schneider et,al, (2021) conducted a study in Germany to examine the career
readiness of Technical and Vocational Education and Training (TVET) students. Using
a modified version of the Career Readiness Index (CRI), the researchers found that
TVET students in Germany demonstrated a high level of career readiness. The study
highlighted the importance of practical training, internships, and partnerships with
industries in enhancing the career readiness of TVET students.
Gap to Be Bridged
Previous studies have examined various factors influencing the level of career
readiness and preparedness among TVL students. Pajares and Miller (1994) found
that self-efficacy beliefs play a vital role in enhancing students’ problem-solving
abilities, which can contribute to career readiness. Lent, Brown, and Hackett (1994)
highlighted the significance of self-concept and interest in shaping students’ career
choices and aspirations. Additionally, Fontana, MacGregor, and Amer (2019) focused
on the impact of school-industry collaborations on enhancing career technical
education policy and practices, which can positively influence the career readiness
and preparedness of TVL students. However, while these studies have shed light on
TVL students, a specific examination of the dimensions of career readiness and
preparedness, as well as their effectiveness in predicting positive career outcomes,
remains limited. Therefore, there is a need for further research that specifically
explores the dimensions of career readiness and preparedness among TVL students
and their impact on their long-term career success.
Objective of The Study
The purpose of this study is to determine the current level of career readiness
among TVL students of Oro Site High School and to help identify the factors and
interventions that may be influencing their preparedness for future careers.
Specifically, this aims to address the following questions:
1. To identify the demographic profile in terms of sex, age and section.
2. To identify is the level of career readiness of the respondents.
3. To determine the perceived gaps or challenges faced by TVL students in
developing the necessary skills and knowledge for their chosen careers or field
of interests.
4. To provide recommendations in order to improve the level of career readiness
considering its limitations.
Theoretical Underpinnings
The study on “The Level of Career Readiness and Preparedness of TVL Students
of Oro Site High School” employs a research paradigm grounded in the Social
Cognitive Career Theory (SCCT), which highlights the dynamic interaction between
individuals and their environment in shaping career-related behaviors and outcomes.
Beginning with a demographic exploration, including age, sex, and section, the study
aligns with SCCT principles. It then evaluates career readiness through SCCT’s lens,
emphasizing self-efficacy, outcome expectations, and personal goals as influential
factors. Subsequently, perceived gaps or challenges in career readiness are analyzed,
considering how self-efficacy beliefs and environmental factors impact skill acquisition
and knowledge development. Finally, recommendations for enhancing career readiness
are formulated, drawing explicitly from SCCT, which may involve interventions aimed
at bolstering self-efficacy, providing exposure to successful role models, and mitigating
external barriers to career development, thus ensuring a comprehensive and theory-
driven approach throughout the study.
Conceptual Framework
Researchers utilize the IPO (Input, Process, Output) framework to
systematically investigate the level of career readiness and preparedness among TVL
students of Oro Site High School. Input involves gathering demographic information
and applying the Social Cognitive Career Theory. The process includes designing and
administering a survey questionnaire to collect data on students’ perceptions and
experiences, followed by rigorous data analysis to identify trends and correlations.
Outputs encompass an assessment of career readiness, identification of perceived
gaps or challenges, and recommendations for improving career readiness tailored to
the specific needs of TVL students, aiming to enhance their preparedness for future
career endeavors.
Input
1. Demographic Information
(Sex Ape Section)
2. Social Cognitive Career
Theory
Process
1. Survey Questionnaire
2. Data Analysis
Output
1. Assessment of Career
Readiness
Figure 1 Conceptual Framework.
METHODOLOGY
Research Design
The study will utilize primary and secondary sources of data. Primary data will
be collected through a self-administered questionnaire distributed to Grade 12 TVL
students in Oro Site High School (Oro Site High School, 2019). Secondary data will be
obtained from previous studies on career readiness and preparedness in TVL
programs, as well as from relevant government reports and policies related to TVL
education (Department of Education [DepEd], 2018).
Sources of the data
The study will utilize primary and secondary sources of data. Primary data will
be collected through a self-administered questionnaire distributed to Grade 12 TVL
students in Oro Site High School (Oro Site High School, 2019). Secondary data will be
obtained from previous studies on career readiness and preparedness in TVL
programs, as well as from relevant government reports and policies related to TVL
education (Department of Education [DepEd], 2018)
Respondents of the Study
The study population comprises Grade 12 TVL students in Oro Site High
School, including those enrolled in CSS, EIM, and COOKERY programs on S.Y. 2023 -
2024. A sample size of (specific sample size: use slovin’s formula) of the students
will be drawn using a simple random sampling technique (Creswell & Creswell, 2018).
This sample size is adequate for this study as it allows for the collection of a large
enough sample while also ensuring that the sample is representative of the population
(Johnson & Onwuegbuzie, 2014).
Validation of Research Instrument
The validation of the research instrument began with a crucial phase of expert
review, wherein specialists in education, career counseling, and assessment
meticulously examined the questionnaire. This panel of experts rigorously evaluated
the questionnaire’s design, content, and alignment with the study’s objectives to
ensure its comprehensiveness and relevance. Their valuable insights and feedback
informed refinements to the questionnaire, enhancing its clarity, validity, and
effectiveness in capturing essential data on career readiness and preparedness among
Grade 12 TVL students at Oro Site High School. This expert review process played a
pivotal role in validating the research instrument, laying a strong foundation for
subsequent phases of validation and data collection.
Research Instrument
The research instrument used in this study is a self-administered questionnaire
designed to measure the level of career readiness and preparedness among Grade 12
TVL students in Oro Site High School (Oro Site High School, 2019). The questionnaire
was adapted from existing instruments used in similar studies and modified to suit
the specific context of this study (Johnson & Onwuegbuzie, 2014). The questionnaire
was validated through a pilot study involving 30 Grade 12 TVL students from Oro Site
High School to ensure its reliability and relevance (Creswell & Creswell, 2018). The
questionnaire consists of both closed-ended and open-ended questions that cover
various aspects of career readiness and preparedness, such as skills acquisition, work
experience, career guidance, and job search strategies (DepEd, 2018).
Data Gathering Procedure
The data gathering procedure involves distributing the questionnaires to the
selected Grade 12 TVL students in Oro Site High School during their respective
program sessions (Oro Site High School, 2019). The researchers will provide
instructions on how to complete the questionnaire and ensure that all respondents
understand the questions being asked (Johnson & Onwuegbuzie, 2014). The
completed questionnaires will be collected by the researchers and entered into a
database for analysis using statistical tools (Creswell & Creswell, 2018).
Confidentiality will be maintained throughout the data gathering process by ensuring
that respondents’ identities are not disclosed in any way (Johnson & Onwuegbuzie,
2014).
Statistical Treatment
The statistical tool used in this study is SPSS (Statistical Package for Social
Sciences) (Creswell & Creswell, 2018). Descriptive statistics such as frequencies,
percentages, means, and standard deviations will be used to analyze the collected data
(Johnson & Onwuegbuzie, 2014). Inferential statistics such as t-tests and ANOVA will
also be employed to test for significant differences between subgroups of respondents
based on factors such as program enrollment and gender (Creswell & Creswell, 2018).
Ethical Considerations
Confidentiality will be maintained throughout the conduct of this study by
ensuring that respondents’ identities are not disclosed in any way (Johnson &
Onwuegbuzie, 2014). All responses will be kept confidential and used only for research
purposes (DepEd, 2018). Respondents will be informed about their rights to
participate or withdraw from the study at any time without any consequences (DepEd,
2018). Informed consent will be obtained from all respondents before administering
the questionnaire (DepEd, 2018).
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