Authors :
Bodbod, I.C; Macalisang, CG.T; Claveria, Misamis Oriental; Cablinda, R. G; Jabagat, J.
Volume/Issue :
Volume 7 - 2022, Issue 8 - August
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3daHXGV
DOI :
https://doi.org/10.5281/zenodo.7067642
Abstract :
The immersion performance is studied to
determine whether further intervention is necessary to
help augment the current Senior High School (SHS)
curriculum. Hence, this study aims to examine the
performance of the technical vocational livelihood
trainees. Seventy-one trainees were distributed to
different partner companies and studied using a
complete enumeration in the comparative survey design.
The Department of Education's (Dep Ed) Guidelines for
Work Immersion survey questionnaire was adopted.
The data were analyzed using the Scheffe test that
compared the categorical data concerning the level of
competency when grouped according to specialization.
The independent t-test and One-way ANOVA have been
utilized to get a significant difference between the male
and the female trainees' performance. Findings revealed
that trainees were very satisfactory in all competencies.
The study showed that crop and animal trainees did not
differ significantly but had significantly higher
competency than the trainees in food technology except
in attendance and punctuality. With the difference at the
1% level, female trainees perform better than male
trainees in terms of attendance and punctuality,
productivity/resilience, initiative/proactive, and attitude.
The competencies in teamwork, communication,
judgment/decision making, dependability/reliability, and
professionalism were also found significant at a 5% level
where female trainees have higher competency than
male trainees.
This finding implies that male trainees need more
attention, mentoring, and monitoring than their
counterparts. It is recommended that the University's
administrator view this feedbacking results to
countercheck if the trainees' coordinator has dutifully
followed the curriculum. These responsible people are
expected to thoroughly develop trainees' life-long skills,
work ethic, and values necessary to facilitate the
transition to the workplace.
Keywords :
Competency bands, SHS Curriculum, Intervention, Learning skills.
The immersion performance is studied to
determine whether further intervention is necessary to
help augment the current Senior High School (SHS)
curriculum. Hence, this study aims to examine the
performance of the technical vocational livelihood
trainees. Seventy-one trainees were distributed to
different partner companies and studied using a
complete enumeration in the comparative survey design.
The Department of Education's (Dep Ed) Guidelines for
Work Immersion survey questionnaire was adopted.
The data were analyzed using the Scheffe test that
compared the categorical data concerning the level of
competency when grouped according to specialization.
The independent t-test and One-way ANOVA have been
utilized to get a significant difference between the male
and the female trainees' performance. Findings revealed
that trainees were very satisfactory in all competencies.
The study showed that crop and animal trainees did not
differ significantly but had significantly higher
competency than the trainees in food technology except
in attendance and punctuality. With the difference at the
1% level, female trainees perform better than male
trainees in terms of attendance and punctuality,
productivity/resilience, initiative/proactive, and attitude.
The competencies in teamwork, communication,
judgment/decision making, dependability/reliability, and
professionalism were also found significant at a 5% level
where female trainees have higher competency than
male trainees.
This finding implies that male trainees need more
attention, mentoring, and monitoring than their
counterparts. It is recommended that the University's
administrator view this feedbacking results to
countercheck if the trainees' coordinator has dutifully
followed the curriculum. These responsible people are
expected to thoroughly develop trainees' life-long skills,
work ethic, and values necessary to facilitate the
transition to the workplace.
Keywords :
Competency bands, SHS Curriculum, Intervention, Learning skills.
