A SENIOR HIGH SCHOOL STUDENT’S LEVEL OF COMPETENCE IN THEIR FIELD
ELECTRICAL INSTALLATION MAINTENANCE
__________________
A Research Study Presented to
the Faculty of the KNCHS
__________________
In Partial Fulfillment
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Senior High School Level of Performance, Assignments of Research Methodology
Senior High School Level of Performance
Typology: Assignments
2020/2021
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A SENIOR HIGH SCHOOL STUDENT’S LEVEL OF COMPETENCE IN THEIR FIELD
ELECTRICAL INSTALLATION MAINTENANCE
__________________
A Research Study Presented to the Faculty of the KNCHS
In Partial Fulfillment
of the Requirements for the Practical Research 2 (Quantitative Research) By Mark Anthony D. Somoray Andry Fenequito Mike Anthony Gaciano Alexis Senerez Gorgonio Edo Anthony Dedase Jonas Songcayaon Rusty Lopez Christian Van Lorenzo CHAPTER I
If the student picks the TVL track as specialty in senior high school or SHS, he/she will continue the TLE course he/she studied in 9th and 10th grades. This will allow him/her to earn NC II that he/she can use as credentials in applying for a job if he/she wants to work after SHS graduation. Yet if the student will study further, he/she can pursue the TVL track and earn a bachelor’s degree in a related field. For more details on K to 12, please feel free to search our web site. If you are really not sure if you will be able to pursue any degree after Senior High or if you want to earn money immediately after graduation, then this track is for you. Even without college, Technical-Vocational-Livelihood track will equip you with job-ready skills in the future. This track also invests primarily on skills that can gain you requisite COCs (Certificates of Competency) and NCs (National Certifications) which would be essential when looking for better career opportunities in agriculture, electronics, and trade. This is also important when applying abroad where the skills you gain would prepare you as you join the workforce. Also, according to the Department of Education, the TVL specializations may be taken between Grades 9 to 12. Exploratory Subjects at 40 hours per quarter are taken during Grades 7 to 8. Just like in the Academic Track, there are four strands you can choose from to make sure that you will go with your right fit.
STATEMENT OF THE PROBLEM
This research was conducted to know A Senior High School Student’s Level Of Competence In Their Field Electrical Installaton Maintenance. Specifically, this study sought answer/s to the following questions:
- In what percent student’s, exert effort on how they focus on their field they choose?
- If student’s get an NCII holder in their field they choose, how many percent who had benefits this kind of education they implement?
- If there as a student’s choosing their own field deep in our heart, in others situation. how many students who fail for choosing this kind of field? Who they’re influence? SIGNIFICANCE OF THE STUDY As stated of knowledge and skills that are manual or concrete or practical and/or operational in focus. APPLICATION Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures. DEGREE OF INDEPENDENCE In conditions where there is very close support, guidance or supervision; minimum judgment or discretion is needed. A curriculum needs to be updated regularly, not only to incorporate new knowledge but also to adapt to changing environmental, social, technological and global contexts. A student preparing to enter the hospitality industry takes all of six years in various job-related subjects.
Chapter II REVIEW OF RELATED LITERATURE The review of the literature for this study focuses on education and its role in shaping the future of students in K to 12 Curriculum in response to global competitiveness particularly in ASEAN Economic Community by 2015. The literature will also discuss issues about job market, job mismatch, competitiveness and marketability or employability. At this pace of this changing society and economy a lot of actions should take place. They have to face a lot of challenges especially educators who are being asked to do more with less due to rapidly evolving technologies and ongoing shifts in global economy and demography. A successful education system will need to be of paramount importance if a multicultural society to succeed and prosper in the future. Education is a gateway to a better job and greater earning potential. One key to understanding this issue is an appreciation of the overall landscape education and training. THE ROLE OF EDUCATION Connelly. (2013) cited that schools have always played a vital role in ensuring that students have the skills needed for the job or career they have chosen. The key function of education is to fully prepare students for life after schooling preparation for the world of work is a necessary and vital part of that equation. As our society and
economy continues to evolve, it may be time to rethink how public education aids students in choosing career and education pathways. Additionally, due to the present economic and social changes our government is dealing with, it is imperative that we think more deeply about the future of those students who will enter the workforce immediately after high school. “How can we ensure that education is the right one for the times? “ Different skill sets will be required for the future. The next generation will need to be entrepreneurial, willing to take risks and be multicultural. Lynch(2013). THE CURRICULUM AS RESPONSE TO GLOBAL COMPETITIVENESS The K to 12 Basic Education Program Waugh 2013 cited, high standard of living, is an important part of culture and values. The education system has a significant and direct impact on the quality of our workforce our economic productivity and ultimately, our ability to prosper as businesses, as people, and as a nation rely on our public schools to provide highly skilled and educated talent. K to 12 is a solution to create opportunities that will help all children from the time they enter the classroom to when they join the workforce – McCleary. (2012)
composed of a common Core Curriculum and Tracks. There are 8 core curricula or learning areas that include Language, Humanities, Communication, Mathematics, Philosophy, Science, Social Science and Physical Education and Health and 4 tracks which include (1) Academic, (2) Technical-Vocational-Livelihood, and (3) Sports and Arts (4) General Education or Liberal Arts. Each track will have strands, which is also known as specializations within a track. The 8 core curricula have 17 core subjects while the 4 tracks have 16 track subjects or a total of 33 subjects for SHSC of which each subject will entail 80 hours of classes per semester for the four semesters involved in Grades 11 and 12 or a total of 2,640 hours to complete the Senior High School level. IMPLEMENTATION Implementation is an interaction between those who have created the programme and those who are charged to deliver it. According to Ornstein and Hunkins, and those who are charged to deliver it. According to Ornstein and Hunkins, several of these efforts have failed. According to Sarason (1990), the main reason for the failure is the lack of understanding of the culture of the school Successful implementation of curriculum requires understanding the power relationships, the traditions, the roles and responsibilities of individuals in the school system. Implementors (whether they be teachers, principals, district education officers) should be well-versed with the contents of the curriculum.
education officers) should be well-versed with the contents of the curriculum. benefits of the innovation.As stated by Fullan and Pomfret (1977); "effective implementation of innovations requires time, personal interaction and contacts in-service training and other forms of people-based support" (p.391). Curriculum implementation requires winning people over and it takes time. Teachers need to feel appreciated and their efforts recognised. Some may argue that they should be given financial rewards but there is evidence to suggest that external motivation contributes minimally to the venture. Individuals contribute their best talents when they are internally motivated and derive a good feeling from best talents when they are internally motivated and derive a good feeling from curriculum implementation process is the teacher. With their knowledge experience and competencies, teachers are central to any curriculum improvement on, there is no denying that teachers influence students' learning. Better on, there is no denying that teachers influence students' learning. Better practice of teaching and are responsible for introducing the curriculum in the classroom. The key to getting teachers committed to an innovation is to enhance their knowledge of the programme. This means teachers need be trained and workshops have to be organised for professional development. Unfortunately, in any curriculum implementation process not all teachers will have the benefit of such exposure. There are just too many teachers and insufficient funds to go around. The most common approach is to have one-day workshops given by experts with the lecture method being the dominant pedagogical strategy. Among the many extrinsic factors identified that may impede curriculum change are
as viewed by staff, administrators and community. e.g. school administration recognises the importance of the subject in the overall school curriculum. Professional Curriculum is the larger blueprint, the broad guidelines & areas/topics of study, the broad objectives, longer time-span. A teacher 'interprets', plans, & 'executes' the curriculum on a day-to-day basis. The 'theory' is put into 'practice'. Objectives & goals become 'actionable', achievable, objectified & assessable. Lesson plans are drawn up for the purpose. Time lines are 'fixed' - from annual to term/semester to daily. Resources are generated or sourced or created. Teaching & learning aids, activities, projects are identified. Instructional strategies are determined. Assessment & evaluation tools, techniques & methods are determined & implemented. Hope this helps you get started All the very best :-) Add : A curriculum is broad-based. Only the teacher knows the demographics, diversity & abilities of her students. It is s/he who has to "customize" it in order to cater to individual needs & requirements of the class. S/he is the one who can determine/choose which method of instruction would be best suited to the class so as to
achieve the larger curricular objectives. A travel analogy would be : (curricular) Goal : To reach a certain destination by year- end. Teacher now has to decide which road(s)/route(s) to take, which mode of transport(s) would be best, what supplies to take, how to deal with emergencies & contingencies, how to reach the destination in the quickest possible time, how much distance should be covered each day, how to make the journey as interesting & enlightening as possible, & so on & so forth. Implementation Teachers must implement the curriculum in their own classrooms, sticking to the plan that has taken so much time, careful planning and effort to create. When a teacher fails to properly implement a strong curriculum, she risks not covering standards or failing to implement effective practices in the classroom. That does not mean a teacher cannot make minor changes. In fact, a strong curriculum is designed to allow a teacher to be flexible and to insert a few personalized components or choose from among a selection of activities. Reflection Reflecting on a curriculum allows teachers and others involved in the process to find any weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in multiple ways, such as keeping a journal as they implement the curriculum, giving students surveys and reviewing the results or analyzing assessment
the teacher must begin where the student is ability-wise and that prior knowledge is the starting point for new knowledge.
- Multiple learning experiences can achieve the same objective. There are many ways of learning the same thing. A wide range of experiences is more effective for learning than a limited range.
- The learning experience should accomplish several learning outcomes. While students are acquiring knowledge of one subject or concept, they are able to integrate SCHOOLING Returning to the objectives of the biological science course, I will now illustrate several learning experiences that will help the high school science teacher achieve the first behavioral objective. 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). One interesting part of the program is the students immersion, which may include earn-while-you-learn opportunities, this will 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. MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL In SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY 2016-2017. Modeling programs offered by these schools are based on students’ interests, community needs, and their respective capacities. NURTURING THE HOLISTICALLY DEVELOPED FILIPINO Luistro said during a talk that after going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a specialized Senior High program, every K to 12 graduate will be ready to go into different paths – may it be further education, employment, or entrepreneurship. Every graduate will be equipped with information,
undertrained proffesionals (3) Job mismatch between the academic programs being offered and the market demand. The former UP president explained that even our country's top universities still struggle to compete with educational institutions in our neighboring countries. Career education Career education helps a student make informed decisions in developing a career. Instead of focusing on academic subjects, a student learns the tools of an occupation through hands-on training. Career education is accomplished through a variety of programs, such as adult education and employment training, mentoring programs and community education Career education helps a person develop the knowledge and skills they need to choose and pursue a career path. Balana(2013) in her research pointed out that one of the most and major important steps is landing an appropriate job is having a planned course choice/career path in pursuing a degree. A student must plan first on what course to take as he goes on or continue his study before entering tertiary level. There are many things to consider before an individual arrives in a conclusion on what path to take. Foremost is what future he wants to get for himself. His Special skills and stock knowledge gained during their secondary level of education. Importance of Career Education and Technical/Vocational Training Programs
There are many benefits that career education can offer to the students. This has been recognized over the last decade or so as various ministries of education have introduced mandatory career education courses and/or re-examined their approaches to technical training programs. This is a welcome development. K to 12 responses 2 to Career Education and Technical/Vocational Training Programs By examining the role of career education K to 12 programs is the answer as a response to skills shortage and high youth unemployment, it is important to understand the role public education can play in guiding students’ choices. In study of Cook (2013) he cited that from an economic perspective, countries with a greater proportion of students in vocational education at secondary school tend to have lower youth unemployment. While this connection should not be overstated, it is important to note that student engagement is an important aspect of education. Their future plans and career matters most. In order to facilitate engagement, education programs must be accessible to students of varying abilities and aptitudes, particularly for those who do not see themselves attending university. These programs must be supported by clear pathways to work. In some provinces and school boards, technical programs, specifically those delivering Technical Vocational Education and training (TVET), are closely aligned with labor market demands and in STEM (science, technology, engineering, mathematics) fields and high