COMPETENCIES OF THE SENIOR HIGH SCHOOL STUDENTS IN TECHNICAL VOCATIONAL LIVELIHOOD TRACK FOR HOME ECONOMICS STRAND

Education

This study aimed to determine the competencies of the Senior High School students in Technical Vocational Livelihood Track for Home Economics Strand at Rizal Integrated National High School, Division of Sorsogon City for school year 2012-2022. The descriptive-correlational method of research was used to gather data to answer the problems of the study. The respondents of the study were the entire grade 12 Senior High School students in Technical-Vocational Livelihood Track for Home Economics Strand at Rizal Integrated National High School. The statistical tools utilized were frequency count, mastery performance level and weighted mean. In addition, spearman rank was used to determine the significant relationship between the academic performance and the competencies of students along the identified qualifications. Based on the findings of the study, the researcher drawn the following conclusions: 1.) The students have very satisfactory academic performance in Bread and Pastry Production and Food and Beverage Services. 2.) Majority of the students acquired average mastery in their competencies along with the identified qualification of technical-vocational livelihood track for home economics strand in both bread and pastry production and food and beverage services. 3.) The academic performance and competencies of the students in Bread and Pastry Production and Food and Beverage Services are significantly related. 4.) An action plan was proposed to improve the competencies of the Senior High School students in Technical Vocational Livelihood Track for Home Economics Strand along identified qualifications. Based on the results and in the light of the findings and conclusions drawn, the following recommendations are proposed: 1.) The performance of the student in Bread and Pastry Production and Food and Beverage Services may be further improved by provision of adequate instructional materials, facilities and capacity-building for teachers. 2.) TVL students may be given enhancement activities to develop their learning and competencies in the qualifications. Teachers may use a range of teaching activities and hands-on practice or training opportunities for better acquisition of learning. 3.) The curriculum for Bread and Pastry Production and Food and Beverage Services may be revisited to ensure alignment to TESDA Training Regulation. 4.) The designed action plan could be submitted to the concerned authorities for further evaluation and review prior to its implementation and adoption. 5.) Future studies may be conducted focusing on other senior high school students taking up TVL qualification.

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