N

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the background of the study, statement of the
problem, research hypotheses, and significance of the study, scope and
delimitation and definition of terms.
Introduction
The K-12 Basic Education Program aims to provide every Filipino child
with the education s/he needs to compete in a global context. In the K to 12
curriculum, the TLE courses are taught based on the learning outcomes and
performance criteria stated in the Training Regulations (TR) from Technical
Education Skills and Development Authority (TESDA). The alignment of TLE
curriculum with the TESDA Training Regulations will enable the graduates to
obtain certification for employment.
This research wants to determine the interest in choosing the career
course in TLE of Grade 9 Students in Binangonan Catholic College Based from
the K to 12 Program of Department of Education. This study used direct interview
method and questionnaire. The data were gathered from Binangonan Catholic
College School Year 2015 to 2016 of the 100 students from Grade 9.
Dependent variable - is perceive interest in choosing mini courses in
TLE
Independent Variable – Grade 9 students

A survey questionnaire for the students was formulated. These
instruments were used to determine the interest of the Grade 9 students in 22 2
choosing career ourses in TLE there are five different questions and in the 3rd
number with 26 items and in the last number for feedbacks and comments.
Background of the Study
Technology and Livelihood Education (TLE) equips learners with
knowledge and information, skills and processes, right work values and life skills
in the field of Home Economics, Industrial Arts, Agri-Fishery Arts, and Information
Communication Technology (ICT). The 24 TLE courses can be categorized
under any of these fields. It is integrative in approach. For instance, it integrates
entrepreneurship with all the areas of TLE so students could later set up their
own businesses in any field of TLE.
K to 12 Education Program offers Career Pathways or optional
courses that students select from a number of choices. It offers opportunities for
specialization in academic, technical-vocational, and entrepreneurship. At
Grades 7 and 8, students will study exploratory subjects by taking four
Technology and Livelihood Education (TLE) courses for each Grade. At Grades
9 and 10, TLE specializations are offered and to measure students’ performance,
written and hands-on skills tests are administered by the technology teacher.
Comprised the interview for almost two weeks, students from Grade 9
interact regularly and understand the lessons very well and immediately apply it
and create their outputs. They taken the mini courses of the following Quarter for
3 SY 2013-2014: 1st Quarter-Crop Production, 2nd Quarter-Mechanical Drafting,
3rd Quarter-Desktop Publishing and 4 th Quarter-Commercial Cooking while on
their Grade 7 they taken the mini courses of the following: 1st Quarter-Household
Service, 2nd Quarter- Caregiving, 3rd Quarter- Handicraft, and 4th
QuarterComputer Hardware Servicing.
The problems encountered by the students Grade 8 were insufficient
materials or modules, lack of TLE/HE room, combination of low retention and
negative attitude towards the lesson and undecided choose of mini courses.
In preparation in Grade 10 students, the learner chooses one course
to specialize in from among the exploratory courses those they taken in Grade 7
and Grade 8. Specializations in students’ areas of interest will also be offered
and that is the concentration to Crop Production, Commercial Cooking and ICT.
We have 2 TLE teachers who teach ICT and Commercial Cooking. We have
computer laboratory but unfortunately we don’t have HE room and lack of
materials in cooking. Crop Production is much ideal to teach because BCC is
near the farm and the students will exposed to that kind of specialization.
Theoretical Framework
END OF GRADE 1O ASSESSMENT
END OF GRADE 12 ASSESSMENT
JUNIOR HIGH
SCHOOL
SENIOR HIGH
SCHOOL
Grade 7 & 8 Grade 9 & 10
Core Learning Core Learning Grade 11 and 12 Academic;
Areas and Areas and plus
TLE TLE of
Technical-Vocational-
exploratory learner’s Livelihood; and Sports and
courses choice Arts
Two more years of basic education will be added to the existing four-
year high school program to extend the basic education from ten years to 12
years. Aside from two years in high school, one year of kindergarten has now
become part of basic education. Senior High School is two years of specialized
upper secondary education; students may choose a specialization based on
aptitude, interests, and school capacity. The choice of career track will define the
content of the subjects a student will take in Grades 11 and 12. SHS subjects fall
under either the Core Curriculum or specific Tracks.
CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum. These
are Languages, Literature, Communication, Mathematics, Philosophy, Natural
Sciences, and Social Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.
TRACKS
Each student in Senior High School can choose among three tracks:
Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic
track includes three strands: Business, Accountancy, Management (BAM);
Humanities, Education, Social Sciences (HESS); and Science, Technology,
Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-
learn opportunities, to provide them relevant exposure and actual experience in
their chosen track.
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL
CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of
Competency (COC) or a National Certificate Level I (NC I). After finishing a
Technical-Vocational-Livelihood track in Grade 12, a student may obtain a
National Certificate Level II (NC II), provided he/she passes the competency-
based assessment of the Technical Education and Skills Development Authority
(TESDA). NC I and NC II improves employability of graduates in fields like
Agriculture, Electronics, and Trade.
Conceptual Framework
INPUT PROCESSES OUTPUT
1. Demographic Variable
 Age
 Gender
 Students’
Student’s
population in a
class
 Type of class
 Classroom
features RESEARCH,
Interest in
2. Psychographic
Variable
DIRECT
INTERVIEW
their
 Self-

presentation
Self-efficacy
AND chosen
QUESTIONAIRE
 Self-
actualization
career or
3. Sociographic Variable
 Information courses
support
4. Geographic Variable
 Schools
Population
FEEDBACK
FIGURE1. THE RESEARCH PARADIGM
The paradigm shows that the Grade 9 students of Binangonan Catholic
College SY 2015-2016 plays an important role of this study, for which they serves
as the input in the experiment. And in order to continue the progress of the study,
research, questionaires and servey were conducted. And as an outcome, we
attempt to accumulate the perception of Grade 9 students of the Binangongan
Catholic College SY 2015-2016.
Scopes and Limitation of the Study
The focuses of this research are the junior students of Grade 9 Students
in Binangonan Catholic College Based from the K to 12 Program of Department
of Education from School Year 2015 t 2016. They are highly recommended to
participate by any means for the success of this study.
Questionaires, and surveys are some of the media to be use to gather
information and perception of these students about K to 12 program of the
Department of Education. Some interviews will be conducted to assure the
reliability of the answers among the 488 total populations of Grade 9 students.
Hypothesis
There is no relationship between the interest of mini courses in
Technology and Livelihood Education and the Grade 9 students of Binanagonan
Catholic College School for SY 2015-2016.
Statement of the Problem
The main objective of the study was to determine the relationship between
the teacher competencies and level of performance of grade 11 Information
Communication Technology students in Jose Rizal University.
Precisely, this study wishes to find out the answers of the following
questions:
1. What is the profile of the teachers of Information Communication Technology
in terms of:
2.1 Age
1.2 Sex
1.3 Civil Status
1.4 Highest Educational Attainment
1.5 Field of Specialization
1.6 Length of Service
2. What is the level of competency of the teachers of Information Communication
Technology in terms of:
2.1 Instructional Method
2.1 Instructional Materials and Facilities

2.1 Selection and Organization of Contents
2.1 Students’ Discipline
3. What is the level of performance of the grade 11 Information Communication
Technology students as measured by their 1st Semester Grade.
4. Is there a significant relationship between the level of performance of the grade 11
students in the Information Communication Technology subject when they are grouped
according to:
4.1. profile of teachers
4.2 Teacher competencies
Significance of the Study
The study would help answer the queries of the students regarding on:
How the Grade 9 students choose courses in Technology and Livelihood
Education based on their interest? Can the Grade 9 students will help a lot with
their interest in for their future living?
As a concerned student, I conducted the study in order to elighten not just
the students, but also everyone about the importance of understanding the K to
12 program of DepEd in choosing specific tracks in TLE.
The study focuses on informing what are the possible interest of the Grade
9 students of Binangonan Catholic College SY 2015-2016. The research wishes

to deliver the significance of the study in a positive ways so that it would be clearly
be understood by the different set of personnel.
To The Students
The study will help the students to have a deeper understanding about K
to 12 Program of Department of Education. They should be seriously informed
about the differences of the specific tracks.
To The Parents
It is an important thing to the parents to get involve in guiding and helping
their child. This study will help them know the factors that motivate the learner in
choosing and nurturing the skills, talents and interest.
Definition of Terms
As the research go on with the study, several terms are encountered and
these are:
Basic Education – refers to the whole range of educational activities taking place
in various settings (formal, non formal and informal), that aim to meet basic
learning needs. According to the International Standard Classification of
Education (ISCED), basic education comprises primary education (first stage of
basic education) and lower secondary education (second stage). In countries
(developing countries in particular), Basic Education often includes also pre-
primary education and/or adult literacy programs.

DOLE – (Department of Labor and Employment commonly abbreviated as
DOLE) is the executive department of the Philippine Government mandated to
formulate policies, implement programs and services, and serve as the policy-
coordinating arm of the Executive Branch in the field of labor and employment to
ensure that jobs will be available to K to 12 graduates. It is tasked with the
enforcement of the provisions of the Labor Code.
K to 12 Program – covers Kindergarten and 12 years of Basic Educaation (six
years of Primary Education, four years of Junior High School, and two years of
Senior High School).
Home Economics – family care and homemaking, health and hygiene, cloth
technology, food services, cosmetology and hairdressing.
Interest – feeling of wanting to learn more about something or to be involved in
something.
Specialization – the spcial line of work you have adopted as your career.
TLE – Technology and Livelihood Education is one of the learning areas of the
Secondary Education Curriculum used in Philippine secondary schools. As a
subject in high school, its component areas are: Home Economics, Agri-Fishery
Arts, Industrial Arts, and Information and Communication Technology.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The chapter presents some studies and literature related to the present
study in order to understand the perception of Grade 9 students about interest in
choosing the career course in TLE based from the K to 12 Program of
Department of Education from School Year 2015 t 2016, and to know its effects,
and how it affects their life after; especially regarding their status in school.
Foreign Literature
K to 12 in Southeast Asia Brunei Darussalam, Malaysia, and Singapore
gear their education toward achieving twenty-first century competencies such as
civic literacy, global awareness, and cross-cultural skills; critical and inventive
thinking skills; and information and communication skills. These countries
support differentiation to 22 10 address differences in learning talents and
abilities and to help students reach their fullest potential in order that they may
most effectively contribute to socioeconomic development. The overall goal of
Philippine basic education is functional literacy for all wherein “functional literacy”
is defined as embracing 21st century learning skills and literacies.
Secondary education in Brunei Darussalam, Malaysia, and Singapore is
categorized into two levels—lower secondary or level 2 education and upper
secondary or level 3 education. Singapore provides streaming earlier than Brunei
Darussalam and Malaysia do. Secondary schools in Singapore stream students
in the first year, while those in Malaysia and Brunei Darussalam stream students
into various programs in the upper secondary level. Brunei Darussalam offers
two general pathways in year 9—General Education Program (GEP), which
requires students to take four core subjects, three complementary subjects, and
at least two elective subjects, one of which must be a science elective, and AEP,
a path for those who failed or retook the PSR in year 6, and which requires
students to take four core subjects, four complementary subjects, and at least
two electives. Apart from these, some schools offer Special Education Program
(SEP) for students who possess special gifts in a particular field such as science
and mathematics or those who are talented in sports, music, performing arts, and
fine arts. Brunei Darussalam also provides SEP for students who are visually and
auditory impaired, mentally challenged, physically challenged, and have learning
difficulties.
Brunei Darussalam offers an express path in the secondary education
level for students who are highly academically inclined. Some Bruneians who are
very good can take up upper secondary education in two years instead of three.
The country also offers flexibility in terms of moving from one stream to another.
Malaysia has four streams for year 10 students—the arts, science,
technical, and religious streams. Secondary education students still take the
same core and compulsory subjects but are offered different subjects as
electives.
The Philippines does not have a national policy on differentiated
secondary education or streaming. However, in the 2010 Secondary Education
Curriculum, it introduced special programs that are offered to students for an
additional two hours daily in selected schools. These are the Special Program in
the Arts (music, visual arts, theater arts, media arts, dance, and creative writing);
the Special Program in Sports (individual or dual and team sports); the Special
Program in Journalism, Engineering, and Science Education; and the Special
Program in Foreign Language (Spanish, Japanese, Chinese, Arabic, French,
and German). Some public and private schools also offer TVE programs.
Foreign Studies
Nowadays it is completely different," says Kim Curry, dean of admissions
at Montachusett Regional Vocational Technical School in
Fitchburg, Massachusetts. Studies confirmed the interest in career-tech in
Massachusetts is not unique to Monty Tech, as it is known. At least 3,500
students have been placed on waiting lists for entrance into public vocational
schools in Massachusetts in the past two years, according to a survey conducted
by the Northeastern University School of Law,The Boston Globe reported.
Local Literature/Studies
Technology and Livelihood Education (TLE) equips learners with
knowledge and information, skills and processes, right work values and life skills
in the field of Home Economics, Industrial Arts, Agri-Fishery Arts, and Information
Communication Technology (ICT). The 24 TLE courses can be categorized
under any of these fields. It is integrative in approach. For instance, it integrates
entrepreneurship with all the areas of TLE so students could later set up their
own businesses in any field of TLE. In the K to 12 curriculum, the TLE courses
are taught based on the learning outcomes and performance criteria stated in
the Training Regulations (TR) from Technical Education Skills and Development
Authority (TESDA). The alignment of TLE curriculum with the TESDA Training
Regulations will enable the graduates to obtain certification for employment.
TESDA, the Commission on Higher Education and the Department of Education
have been working very closely in ensuring the successful implementation of the
K – 12 programs. The three agencies have joined forces in preparing some

schools as model institutions for K to 12 educations. Fourth year students are
encouraged to take the National Certification (NC) II assessment from TESDA.
The school’s target is that upon graduation, the 9 students will have two (2)
diplomas: one for completing the basic secondary education and the other NC II
certificate then at Grades 11 and 12 career pathway specializations are offered.
Career pathways lead to eligibility for Certificate of Competency (COC), which
TESDA issues to individuals who satisfactorily demonstrate competence on a
particular or cluster of units of competency. The COC leads to certification
beginning with NC 1 which indicates the performance of a routine and predictable
task, requiring little judgments and supervision, and NC 2, the performance of a
prescribed range of functions. Aside from certification of TESDA, other
recognition may be issued by other government or non-government agencies.
For instance, art-related career pathways may be assessed by the National
Commission for Culture and Arts (NCCA); sports-related career pathways may
be assessed by the Philippine Sports Commission (PSC); and foreign languages
may be assessed by TESDA or foreign language institutes.
CHAPTER III
RESEARCH AND METHODOLOGY

This chapter covers the research method use, the instrument used and
procedures to formulate the research and how the instruments were developed.
Research Methodology
Descriptive method was used to the study. According to Best and Khan,
descriptive method describes what is, describing, recording, analyzing, and
interpreting conditions that exist. It involves some type of comparison or contrast
and attempts to discover relationship between existing no- manipulated
variables. This study has accurate interpretation of the findings for this method
is a fact finding study. The actual existence of conditions, situation, events or any
practices with emphasis and relevance was described. Since this study aims for
the perceptions interest in choosing the career course in TLE of Grade 9
Students in Binangonan Catholic College based from the K to 12 Program of
Department of Education from school year 2015 t 2016, therefore, it is suggested
and appropriate to use the descriptive method.
I consulted professionals and other persons who have enough knowledge
about the topic, and several library researches as the usual way of acquiring
data. I also conducted survey to provide the statistical data and significant
differences.
Population ans Sample Size
Sample Technique
Simple random sampling method is used in the study. The researchers
used this kind of technique to get the necessary and needed sample size of our
respondents. Since the technique allows the selection of students from a
population in such a way that each has an equal chance of being chosen.
Description of the Repondents
The respondents of the study were Grade 9 students of Binangonan
Catholic College, Binangonan, Rizal who taken the course of Technology and
Livelihood Education.
Instrumentation
The data gatherings used in this study was Questionnaires Checklist Form.
This instrument was constructed by the researchers to establish the
sociodemographic profile of the student. The instrument determined, among
others, the gender, age, grade and interested career course in Technology and
Livelihood Education of the respondents.
Gathering Data Procedure
Survey questionnaires were prepared and were forwarded to Grade 9
students respondents. The respondents were asked to rate the interest of the
career courses of Technology and Livelihood Education in Binangonan Catholic
College
In administering the test and questionaires from all sections of Grade 9
students, school year 2015-2016, I asked permission to the school Principal and
Department of Technology and Livelihood Education.

When the permission were approved and permitted, I proceeded to the all
section of Grade 9 students of with the permission to their respective class
advisers in using their students. After the permission we asked, a brief meeting
was arranged with the identified respondents where I distributed enough copies
of questionnaires, explained before the distribution of the questionnaires were
made. After the respondents filled up, I collected it again for statistical processing.
Statistical Treatment of Data
The researchers will use the following statistical Formulas in order to get
data needed for the study.
Percentage Formula
Percentage formulais used to determine the proportion of the profile of the
respondents in terms of age, gender, section. The formula used is:
𝒏
𝑷 × 𝟏𝟎𝟎%
𝑵
Where:
N = Total Population
n = Sample Size of Population
P = Percentage of the Sample Size

Weighted Mean
Weighted mean is used to determine the degree of the perception of the
students. The weighted Mean is:
∑ 𝒇𝒊 𝑿𝒊
𝑾𝒎 =
𝑵
Where:
N = Sample Size Xi = Weighted assigned
Wn = Weighted mean ∑ = Summation
Fi = Frequency
Summary of Findings
The following are the findings based on the data that the researchers have
gathered:
1. The dominant year level in Integrated School of the Philippines, as shown in
Table 1, is 2nd Year with 7 students.

2. There are more male students than female student as shown in Table 2.
3. Majority of the hearing impaired high school students in ISP have a Bilateral
Profound Hearing Loss as shown in Table 3.
4. The General Weighted Average of the subjects of the study in Reading was
11.88% with a descriptive rating of “Satisfactory” as shown in Table 4.
5. The General Weighted Average of the subjects of the study in Speaking was
6. The General Weighted Average of the subjects of the study in Writing was
7. The General Weighted Average of the subjects of the study in Listening was
8. The General Grade in English Language Skills of the subjects of the study,
as assessed by the teacher, was 78.23% with a descriptive rating
“Satisfactory” as shown in Table 8.
9. The General Grade in English Language Skills of the subjects of the study,
as assessed by the researchers, was 54.59% with a descriptive rating of
“Satisfactory” as shown in Table 9.
10. Combining all the averages that were achieved by the twenty-two hearing
impaired high school students in ISP, their reading, speaking, writing, and
listening skills were rated as “Satisfactory” as shown in itemized Version of
Table 9 in Appendix 2.
11. When grouped according to gender, female students of ISP achieved the
highest average in the English Language Skills in Reading, Speaking,
Listening and Writing as assessed by the teacher and by the researchers that
was shown in Table 10.1 and Table 10.2.
12. When grouped according to Year Level, 4th Year students achieved the
highest average in the English Language Skills as assessed by the teacher
and by the researchers as shown in Table 11.2.
13. In the three areas of evaluation (Reading, Speaking, and Writing), 4 th Year
students got the highest grade except for Writing because 2 nd Year students
got the highest grade in Writing which was 11.14% as shown in Table 11.1.
14. When grouped according to the Level of Hearing Loss, students with
unilateral profound hearing loss achieved the highest average in the English
language Skills as shown in Table 12.2.
15. In the three areas of evaluation (Reading, Writing, and Listening), students
with Unilateral Hearing Loss got the highest grade except for Speaking.
Students with Mild Hearing Loss got the highest grade in Speaking with a
grade of 27.64% as shown in table 12.1.
Conclusions
Based on the findings, the following are the conclusions drawnby the
researchers of the study:
1. Even though the dominant Year Level came from the second year, still, the
fourth year students got the highest average in all areas.

2. Even though there a more male students in ISP, still, female students got the
highest average in all areas.
3. When grouped according to hearing loss, students with mild and unilateral
hearing loss are not equal but got the highest grades in all areas.
4. Although majority has Bilateral Severe-Profound Hearing Loss, still, students
with Unilateral Profound Hearing Loss got the highest grade in the English
Language Skills.
5. Even though student with Mild hearing loss are expected to be the highest in
English Language Skills in terms of the level of sounds they are able to hear,
they got the second to the highest grade.
6. The English Language Skills of the hearing impaired high school students of
ISP in terms of reading, speaking, writing, and listening, were “Satisfactory.”
7. The grades of the hearing impaired high school students given by the
teachers and the grades given by the researchers are not equal but both were
rated as “Satisfactory.”
Recommendations
The following recommendations concerning the English Competency of
Hearing Impaired Students of PID/ISP were made in view of producing better
learning opportunities for the students, as well as their teachers and families:
1. The READING SKILLS of the hearing impaired high school students should
be given more emphasis for they got it as the lowest among the macro skills
based on the table/interpretation of grades. In connection with this, the

teachers should give the students more books and other printed reading
materials to help the students strengthen and increase the level of their
reading comprehension skills.
2. The family of the hearing impaired students should alot more time in teaching
and reviewing their children of their lessons at home, given that the students
should find joy in studying their lessons.
3. Future researchers may conduct a study regarding the other fields on how the
hearing impaired students excel in their everyday lives.
4. Future researchers may also conduct a study on the Significance of the Level
of English Competence of Hearing Impaired Students according to their
cases (Autism,Mentally-Retarded etc.)
5. Further study can also be conducted based on the English Curriculum of the
Hearing-Impaired students compared to the Basic English Curriculum of the
students with normal cases.

TABLE OF CONTENTS
TITLE
PAGE………………………………………..…………………………………...i
CERTIFICATION OF
ORIGINALITY…………………..………….………...……….ii
CERTIFICATION-AND-APPROVAL
SHEET……………………………………….iii
ACKNOWLEDGMENT……………………………………………………………….iv
ABSTRACT……………………………………………………………………………vi
TABLE OF
CONTENT………………………………………………………..………..x
LIST OF TABLES……………………………………………………………...…….xiii
LIST OF
FIGURES…………………………………………………………...……….xv
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND…………………...1

Introduction………………………………………………………………………….
1
Background of the
Study……………………………………………………………4
Theoretical
Framework………………………………………………….…………..6
Conceptual
Framework…………………………………………………………….10
Statement of the
Problem…………………………………………………………..12
Scope and
Limitations……………………………………………………………...14
Significance of the
Study…………………………………………………………..14
Definition of
terms…………………………………………………………………16
CHAPTER 2 RELATED LITERATURE AND STUDIES……………………20
Local
Literature…………………………………………………………………….20
Local
Studies……………………………………………………………………….21
Foreign
Literature………………………………………………………………….25
Foreign
Studies…………………………………………………………………….32
Synthesis and Relevance of the Reviewed Related
Literature……………………..35
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY………………37
Research
Methodology…………………………………………………………….37
Research
Design……………………………………………………………………37
Description of the Subjects of the
Study…………………………………………...38
Subjects of the
Study………………………………………………………………38
Research
Instrument..………………………………………………………………39
Data-Gathering
Procedure…………………………………………………………48
Treatment of
Data………………………………………………………………….49
Statistical
Computation……………………………………………………………51
CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA
……………………………………………………………...5
CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS…………………………………………69
Summary of
Findings………………………………………………………………69
Conclusions………………………………………………………………………...
71
Recommendation…………………………………..………………………………
72
WORKS CITED…………………………………………………………………..….74
APPENDICES………………………………………………………………………...7
Appendix 1:
MOA…………………………………………………………………78
Appendix 2: Itemized
tables………….………………………………......………..83
Appendix 3: Letter for Oral
Defense……………...………………………..……...97
Appendix 4: Sample
Validation………………………...……...…………………101
Appendix 5: Observation
Sheet………………………………………...………...106
Appendix 6: Transcribed
Interview…………………...………………………….109
Appendix 7: Certification of
Editing……………………………………………..112
Appendix 8: Certification of
Validation………………………………………….114
Appendix 9: IDSA
Certification………………………………………………….118
Appendix 10: Curriculum
Vitae…………...…...…………………………………120
LIST OF TABLES
Number Title Page
1 Frequency and Percentage Distribution of the 52

Hearing Impaired high school students of the ISP
by Year Level

by Sex

by the Level of Hearing Loss
4 Reading Skill of the Hearing Impaired High school 55

students of ISP
5 Speaking Skill of the Hearing Impaired High School 56

Students of ISP
6 Writing Skill of the Hearing Impaired High School 57

Students of ISP
7 Listening Skill of the Hearing Impaired High School 58

Students of ISP
8 English Language Skills of the Hearing Impaired 60

High School Students of the ISP as Reflected on
their 1st Quarter Grade given by their Teacher
9 English Language Skills of the Hearing Impaired 61

High School Students of the ISP as Assessed by
the Researchers
10.1 Difference between the English Language Skills of 62

the Hearing-Impaired High School Students in
ISP when they are Grouped according to their
Gender

the Hearing-Impaired High School Students in
Gender

the Hearing Impaired High School Students in
Year Level

Year Level


Level of Hearing Loss

Level of Hearing Loss as Assessed by the
Teacher and the Researchers
LIST OF FIGURES
Number Title Page
1 Conceptual Framework 11

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, statement of the

problem, research hypotheses, and significance of the study, scope and

delimitation and definition of terms.

with the education s/he needs to compete in a global context. In the K to 12

performance criteria stated in the Training Regulations (TR) from Technical

Education Skills and Development Authority (TESDA). The alignment of TLE

obtain certification for employment.

This research wants to determine the interest in choosing the career

course in TLE of Grade 9 Students in Binangonan Catholic College Based from

the K to 12 Program of Department of Education. This study used direct interview

Dependent variable - is perceive interest in choosing mini courses in

Independent Variable – Grade 9 students

A survey questionnaire for the students was formulated. These

instruments were used to determine the interest of the Grade 9 students in 22 2

Background of the Study

Technology and Livelihood Education (TLE) equips learners with

Communication Technology (ICT). The 24 TLE courses can be categorized

under any of these fields. It is integrative in approach. For instance, it integrates

own businesses in any field of TLE.

K to 12 Education Program offers Career Pathways or optional

specialization in academic, technical-vocational, and entrepreneurship. At

Grades 7 and 8, students will study exploratory subjects by taking four

3 SY 2013-2014: 1st Quarter-Crop Production, 2nd Quarter-Mechanical Drafting,

3rd Quarter-Desktop Publishing and 4 th Quarter-Commercial Cooking while on

Service, 2nd Quarter- Caregiving, 3rd Quarter- Handicraft, and 4th

QuarterComputer Hardware Servicing.

The problems encountered by the students Grade 8 were insufficient

materials or modules, lack of TLE/HE room, combination of low retention and

In preparation in Grade 10 students, the learner chooses one course

and Grade 8. Specializations in students’ areas of interest will also be offered

computer laboratory but unfortunately we don’t have HE room and lack of

materials in cooking. Crop Production is much ideal to teach because BCC is

END OF GRADE 12 ASSESSMENT

upper secondary education; students may choose a specialization based on

under either the Core Curriculum or specific Tracks.

are Languages, Literature, Communication, Mathematics, Philosophy, Natural

subjects are embedded in the SHS curriculum.

Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic

track includes three strands: Business, Accountancy, Management (BAM);

Humanities, Education, Social Sciences (HESS); and Science, Technology,

Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-

learn opportunities, to provide them relevant exposure and actual experience in

their chosen track.

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL

After finishing Grade 10, a student can obtain Certificates of

Competency (COC) or a National Certificate Level I (NC I). After finishing a

Technical-Vocational-Livelihood track in Grade 12, a student may obtain a

based assessment of the Technical Education and Skills Development Authority

(TESDA). NC I and NC II improves employability of graduates in fields like

Agriculture, Electronics, and Trade.

INPUT PROCESSES OUTPUT

FIGURE1. THE RESEARCH PARADIGM

The paradigm shows that the Grade 9 students of Binangonan Catholic

research, questionaires and servey were conducted. And as an outcome, we

attempt to accumulate the perception of Grade 9 students of the Binangongan

Catholic College SY 2015-2016.

Scopes and Limitation of the Study

in Binangonan Catholic College Based from the K to 12 Program of Department

participate by any means for the success of this study.

Questionaires, and surveys are some of the media to be use to gather