A huge number of high school and college graduates lack the important knowledge and skills to be effective members of the workforce. This study aimed to describe the socio-demographic profile of TVL (Technicalvocational and livelihood)... more
A huge number of high school and college graduates lack the important knowledge and skills to be effective members of the workforce. This study aimed to describe the socio-demographic profile of TVL (Technicalvocational and livelihood) Senior High School students in a private school in the Philippines-their competency level, work immersion performance, and expectations of employers in terms of the competencies set by regulators. A descriptive correlational method of research was used to get the responses of 18 employers and 84 TVL students. Results suggest that there is no significant difference between the students' competency level and their employers' expected competencies in terms of collaboration, critical thinking, entrepreneurship, environmental literacy, information technology, learning and innovation, lifelong learning, and occupational health. In contrast, a significant difference exists between the two groups in terms of communication and occupational health. No significant difference was found in their work immersion performance when grouped according to sex and socioeconomic classification, but a significant difference was found when grouped according to strand and specialization. The result of this study provides valuable insights for educational institutions, policymakers, and business owners in the Philippines on bridging the gap between the vocational training offered in schools and the needed competencies in the industry.
The main objective of the study is to determine whether meeting the goal of developing the learner’s communicative competence is possible with the final tasks of the Grade 10 English Learner’s Material through analyzing teacher-to-student... more
The main objective of the study is to determine whether meeting the goal of developing the learner’s communicative competence is possible with the final tasks of the Grade 10 English Learner’s Material through analyzing teacher-to-student and student-to-student interaction. Determining the aspects of communicative competence that are implicitly reflected and are not reflected in the final tasks is of corollary interest to the study. Qualitative content analysis of the final tasks of the Learner’s Material was conducted using the elements of the adapted Schramm’s Interactional Model of Communication as categories in the a priori coding. Reproducibility or inter-rater reliability was utilized to establish the validity of the analysis. Results of the study showed that not all the final tasks reflect all the elements of the adapted interactional model of communication in both the teacher-to-student and student-to-student interaction. Those that do not complete interaction, which are mostly written outputs done individually without peer assessment, reflect only two out of four key competencies of communicative competence, which are mostly grammatical and discourse competence. Enabling tasks in the lesson which are included in the analysis, however, compensates for the lack of interaction in the final task, and allows the development of all four key competencies. Results also showed that one final task in the Learner’s Material which is an objective-type of exercise does not develop communicative competence as it fails to complete interaction both in the teacher-to-student and student-to-student interaction. Considering the number of final tasks that reflect the interactional model and develop the four key competencies of communicative competence both in the teacher-to-student and student-to-student interaction, which is 23 out of 24, the final tasks of the Grade 10 English Learner’s Material mostly develop communicative competence. The conclusions drawn from these findings were: (1) final tasks which are done individually, without peer assessment, and involve objective-type of exercises develop only the grammatical and discourse aspects of communicative competence among learners; (2) the inclusion of interactional enabling tasks in the lesson to the final tasks allows the development of all four key competencies; (3) using only the final tasks as bases for assessment of competencies the learners develop may render the teachers’ measure of learners’ competencies in a particular lesson incorrect. The implementation of enabling tasks that reflect the needed activities to conduct the final task is crucial. Based on these findings and conclusions, it is recommended that curriculum developers clarify the need to consider interactional tasks in designing activities that develop communicative competence among learners, and that teachers avoid objective-type of exercises and implement other strategies that compensate for lack of interaction in the suggested tasks.
