Level of Satisfaction of TVL Students in their Respective Laboratories

A Research Paper
Submitted To the Faculty of Senior High School
Hinigaran National High School
Hinigaran, Negros Occidental

A Partial Fulfillment of The Requirements In

Research In Daily Life 2

By:

Esmane, Trishea E,
Gilborion, Ryza Nicole B.
Juaneza. John Kenneth B.
Lemoncito, Kharlzon
Geneblaza, Wilkent
Mercullo, Gm M.
Mesias, Nirey Rose I.
Palmos, Jaspher T.
Pancho, John Brian M.
Singular, Rose Jean B.

2024
 TABLE OF CONTENTS

ACKNOWLEDGEMENT........................................................................................................................3
ABSTRACT...............................................................................................................................................3
CHAPTER 1..............................................................................................................................................5
INTRODUCTION.................................................................................................................................5
THEORETICAL FRAMEWORK...................................................................................................6
STATEMENT OF THE PROBLEM................................................................................................7
SIGNIFICANCE OF THE STUDY..................................................................................................8
SCOPE AND DELIMITATIONS.........................................................................................................9
Conceptual and Operational Definition...........................................................................................9
CHAPTER 2............................................................................................................................................10
REVIEW OF RELATED LITERATURE..............................................................................................10
CHAPTER 3............................................................................................................................................13
METHODOLOGY..................................................................................................................................13
 ACKNOWLEDGEMENT

We would like to express our deepest gratitude to Sir Kyle Villaflor, who provided us with
invaluable guidance and support throughout the course of this research. Their insightful feedback
and constructive criticism help us to refine our ideas and develop a deeper understanding of the
subject matter.

We would also like to thank the participants who generously gave their time to take part in the
study. Without Their contributions, this research would not have been possible. Their willingness
to share their experience and insight was instrumental in shaping our analysis and interpretation
of the data.

Finally, we would like to acknowledge that commend the support of our family and friends, who
provided us unwavering encouragement and support throughout this journey. They love and
encouragement keep us motivated and inspired us to pursue our research goals.

Thank you all for your support and assistance in making this research possible.
 ABSTRACT
This study focuses on the level of satisfaction among Technical-Vocational-Livelihood (TVL)
students in their respective laboratories. The research investigates factors such as resource
availability, effectiveness of hands-on training, and overall learning environment to understand
how these labs impact student satisfaction. The findings aim to provide valuable insights into
what works well and where improvements can be made in TVL laboratory education.

The study employs a quantitative approach, collecting and analyzing data from a sample of TVL
students in Grade 12. The research focuses on specific factors influencing satisfaction, including
laboratory facilities, equipment quality, and instructional methods. The findings of the study can
benefit educational institutions, curriculum developers, laboratory managers, and future research
endeavors by providing recommendations for enhancing the TVL laboratory experience and
ensuring student satisfaction.

The significance of this research lies in its contribution to understanding the unique challenges
and opportunities associated with TVL laboratory education. By addressing student satisfaction
in this context, the study paves the way for continuous improvement of TVL programs and
ensures students are not only well-prepared but also equipped with the necessary skills and
knowledge to thrive in their chosen professions.
 CHAPTER 1
INTRODUCTION

Technical Vocational Livelihood (TVL) laboratories are essential spaces where theoretical
knowledge transforms into practical skills for vocational and specialized fields. Imagine these
labs as vibrant workshops, not just confined to classroom walls. They can be anywhere from a
fully equipped culinary space to a bustling market, offering real-world experiences that bring
subjects like computer systems, welding, or cooking to life.

According to the study of Igwe (2022), labs can be as diverse as the skills they teach. While
some might be conveniently located within schools, others might take students to fields,
workshops, or even riversides for immersive learning. In Hinigaran NHS, TVL Laboratories are
located inside of school and used by the Grade 12 students to their activities on their for
example; the Shielded Metal Arc Welding (SMAW) Laboratory are use of students to practice
their skills in welding.

This connection to actual industry practices is crucial, as highlighted by the World Bank (2014).
By seeing how their skills translate to real careers, students gain valuable insights into their
future and the importance of their acquired knowledge.

The benefits of TVL labs extend beyond individual skill development. These labs provide
opportunities for students to work together on complex tasks, share responsibilities, assume
distinct roles, and learn to contribute effectively within a team.

This study aims to delve deeper into the world of TVL labs by examining one crucial aspect:
student satisfaction. By analyzing factors like resource availability, effectiveness of firsthand
training, and overall learning environment, the research seeks to understand how these labs
impact student satisfaction. The findings will provide valuable insights into what works well and
where improvements can be made. Thus, the research came up that the study.
THEORETICAL FRAMEWORK

Multidimensional Theory

DeAntonio (2007) and Suwasono (2017) both highlight the benefits of hands-on, experimental
learning, with DeAntonio specifically noting the effectiveness of team-based learning in
enhancing student engagement and understanding. Mochama (2020) and Li (2011) further
emphasize the potential of virtual laboratories in enhancing academic achievement and providing
a rich, interactive learning experience. These findings collectively suggest that a combination of
hands-on and virtual laboratory experiences could be particularly effective in the TVL track,
providing students with practical skills and a strong theoretical foundation.
 Hands-on – a direct, active involvement in doing something rather than just
learning about it theoretically.

 Experimental Learning – a process of learning through experiences.

 Team Based Learning – Educational strategy that involves collaborative learning

and teaching.

The multidimensional theory is range of studies have explored innovative approaches to

laboratory education in the TVL track.

Conceptual framework

The figure shows the input-process-output for assessing student satisfaction in their
respective laboratories.

INPUT PROCESS OUTPUT

Demographic profiles
of TVL students Survey Questionnaire
a. age Stratified sampling Students Satisfaction
b. sex method
c. track
STATEMENT OF THE PROBLEM

The study aims to assess the level of satisfaction among Technical-Vocational-Livelihood (TVL)
students in their respective laboratories.

Specifically, this study will answer the following questions:

1. What is the demographic profile of grade 12 TVL students in terms of:

1.1 Age
1.2 Sex
1.3 Track

2. How can the Laboratory-based assessments affect the academic achievements of TVL
students?

3. How can Lab instructors affect the satisfaction of students based on providing Guidance
and Assistance?

4. What level of satisfaction of TVL track Students on their respective laboratories?

Hypothesis

They were identified and formulated to guide this study:

There is a significant difference in the level of satisfaction among TVL students in their
respective laboratories.
SIGNIFICANCE OF THE STUDY

The findings of the study may provide vital information regarding the Facilities and its level of
satisfaction experiencing by the SHS TVL track students. The findings of this study may benefit
the following:

Educational Institutions
Findings from this study can guide educational institutions in enhancing the quality of their
Technical-Vocational-Livelihood (TVL) programs by addressing specific factors that influence
student satisfaction in laboratories.

Curriculum Developers
The study can provide insights into areas of improvement in the TVL curriculum, helping
developers tailor content to better meet the needs and expectations of students within laboratory
settings.

Laboratory Managers
Laboratory Managers can utilize the results to formulate or adjust policies aimed at improving
the overall learning experience for TVL students, ensuring that laboratory facilities, instructional
methods, and support services align with student expectations.

Students
Provides insights into the strengths and weaknesses of the program, guiding improvements for a
more engaging and effective technical and vocational education.
Future Research
The study contributes to the body of knowledge related to technical and vocational education by
identifying aspects of laboratory satisfaction that may warrant further investigation or
exploration in subsequent research endeavors.

SCOPE AND DELIMITATIONS

This Quantitative study will focus on collecting and analyzing data from a predetermined sample
of Technical-Vocational-Livelihood (TVL) students in Grade 12 School Year 2023-2024 and will
be conduct in Hinigaran National High School. The research will primarily investigate
satisfaction levels related to laboratory experiences, considering factors such as facility
adequacy, equipment quality, and overall learning engagement.

Conceptual and Operational Definition

Track. Track in SHS is a set of subjects that students enroll in to prepare for their future careers
or education.

SHS/Senior High School. Senior high school (SHS) refers to Grades 11 and 12, the last two
years of the K-12 program that DepEd has been implementing since 2012. Students begin to
study in SHS the subjects that will introduce them to their preferred career path.

Laboratories. A room or building equipped for scientific experiments, research, or teaching, or

for the manufacture of drugs or chemicals.

Equipment. A set of tools, clothing, or other items that are used for a particular purpose.

Space. a continuous area or expanse which is free, available, or unoccupied.

Environment. the setting or conditions in which a particular activity is continued.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

The Technical-Vocational Livelihood Track (TVL) has undergone a transformative

evolution, emerging as an increasingly pivotal force in shaping the skills and knowledge of
students, intricately aligning them with specific industries (Wang & Degol, 2017). This
metamorphosis is indicative of a dedicated commitment within educational frameworks to bridge
the perennial gap between academic realms and the dynamic workforce, placing substantial
emphasis on experiential learning, practical experiences, and the real-world application of
theoretical knowledge. Such pedagogical advancements are not merely instructional but
transformative, providing students in the TVL track with a comprehensive and immersive
education that extends beyond traditional classroom boundaries.
In the broader landscape of educational research, student satisfaction has emerged as a
pervasive and influential theme, exerting its impact on various facets of the learning experience.
Oliver's (2014) seminal work in this realm highlights the multidimensional nature of student
satisfaction, delving into critical factors such as teaching quality, adequacy of facilities,
availability of resources, and the perpetual relevance of the curriculum. This comprehensive
perspective not only serves as an intricate tapestry of educational quality indicators but also sets
the stage for a nuanced exploration into the satisfaction levels of students traversing the unique
path of the Technical-Vocational-Livelihood (TVL) track, with specific emphasis on their
experiential journey within laboratories.
Despite the growing prominence of TVL programs, a noticeable lacuna exists in the
literature concerning factors that influence student satisfaction in vocational programs,
necessitating a more profound and targeted investigation (Smith & Naylor, 2005). This identified
gap serves as more than just a research need; it underscores the intricacies and unique challenges
embedded within TVL education that demand focused exploration. The nature of TVL, often
characterized by hands-on learning and practical skill development, makes the laboratory
environment a critical focal point for understanding and enhancing overall student satisfaction.
The intricate interplay between student satisfaction and academic performance has been a
subject of extensive exploration across various educational contexts. Carini, Kuh, and Klein's
(2006) study establishes a robust connection, elucidating that satisfied students tend to exhibit
higher levels of engagement in their studies, thereby leading to improved academic outcomes.
This finding is not just a corollary; it underlines the critical importance of addressing factors
contributing to student satisfaction, particularly in the context of TVL, where the development of
practical skills holds a paramount place.
As we delve into the specifics of TVL education, a paramount concern is the continuous
improvement of TVL Track programs. Gonon et al. (2019) highlight the dynamic nature of
industries and the evolving demands of the workforce, necessitating ongoing assessment,
feedback mechanisms, and program enhancements. This theme is particularly salient for the TVL
track, where the alignment with ever-changing industry standards becomes not just a goal but a
requisite for ensuring graduates are not just well-prepared but are pioneers in their chosen
professions.
Challenges within TVL Track programs, as acknowledged by De Vos et al. (2017),
including resource constraints and the specter of outdated equipment, pose potential impediments
to creating optimal learning environments for TVL students. The acknowledgment of these
challenges is not just a passive observation; it becomes a clarion call for proactive measures
aimed at enhancing student satisfaction and ensuring that TVL programs not only meet but
exceed established industry standards.
While extant literature on assessing student satisfaction in laboratory settings is limited, it
represents a critical juncture in our understanding of the TVL student experience. This juncture is
not just a point of departure; it signifies a pivotal moment for future research. Future studies
could delve into innovative methodologies for gathering not only qualitative but also quantitative
data on student satisfaction, meticulously considering the intricacies of laboratory facilities, the
functionality of equipment, and the overall adequacy of hands-on learning opportunities.
Additionally, the unexplored terrain of the impact of satisfaction on career preparedness beckons
for further investigation, promising profound insights into the practical implications of
satisfaction levels among TVL students.
In the context of the rapid and relentless march of technological advancements, an
emerging and compelling area of interest involves the judicious integration of modern tools and
digital resources within TVL laboratories (Lee & Kim, 2020). This research direction does not
merely highlight the adoption of technology; it signifies a paradigm shift in pedagogical
approaches, exploring the impact of incorporating technology in vocational education with an
emphasis on its potential to not only enhance but revolutionize student engagement and
satisfaction. The integration of technology, thus, ceases to be merely an augmentation; it
becomes a transformative element in the TVL learning environment, promising not just
contemporary relevance but a pioneering educational experience.
In conclusion, this expansive and comprehensive literature review synthesizes
foundational concepts of TVL, delves into the intricacies of student satisfaction in educational
contexts, and underscores the unique and pivotal role of practical learning environments. It
serves as more than just a prelude; it is a substantive foundation for the current research on the
"Level of TVL Students' Satisfaction on Their Respective Laboratories." The identified gaps in
existing literature, such as the imperative for specific assessments in laboratory settings and the
profound impact of satisfaction on career preparedness, do not merely beckon for attention; they
emphasize the relevance and importance of the proposed study. As we embark on the profound
exploration of TVL students' satisfaction, this review does not merely lay the groundwork; it
constructs a comprehensive scaffold for a more nuanced, in-depth, and informed understanding
of their experiences within the laboratory setting, ensuring a thorough and insightful
investigation into this critical aspect of vocational education that extends beyond the confines of
traditional research paradigms.
Local Research
The study by Ruth G. Cabahug and Florencio R. Caballero in 2015 concludes that the K to 12 SHS
program is deemed unprepared for implementation in Zamboanga del Sur. The authors recommend a
comprehensive assessment of facilities and equipment functionalities for each sub-strand of the TVL
Home Economics strand by stakeholders before the academic year 2016 to guarantee the school's
readiness. This approach aims to avoid compromising the development of essential skills among SHS
students. The study conducted in Calamba City, Laguna, by Gamboa et al. in 2020, revealed a notable
scarcity of equipment and facilities in the TVL laboratory across different strands. This underscores the
necessity for enhanced resource allocation in the region. Alvin Ferrer's 2022 study in the Botolan District
indicates varying viewpoints among teachers and school heads regarding facilities, equipment, industry
preparedness, workplace environment, instruction, and imposition in the TVL track implementation. The
paper emphasizes the importance of assessing responses for effective Senior High School TVL Track
implementation. Ferrer suggests expanding the study with a broader respondent group from diverse
locations to enhance findings' generalizability
 CHAPTER 3

METHODOLOGY

This chapter presents the research design, research locale, respondents of the study,
instrumentation, data gathering procedure, and ethical considerations that will be used in this
study.

Research design

A descriptive survey research design is used in this study. A descriptive survey is a

systematic method of gathering data from a sample of individuals through questionnaires or
interviews to describe a populations' characteristics, attitudes or behaviors ( Siedlecki, 2020).

Research locale

The data will be gathered from the senior high school Technical- Vocational- Livelihood
(TVL) students of Hinigaran National High School.

Respondents of the Study

The respondents of the study will be the Senior High School Grade 12 Students of
Hinigaran National High School S.Y 2023-2024 TVL track that consist of the following strands:
Computer System Servicing (CSS), Cookery. Hairdressing, Shielded-Metal Arc Welding
(SMAW). The researcher set 95% as their respondents from the total population of 409. The
respondents of the study shown below.
 TABLE A
PERCENTAGE OF DISTRIBUTION OF RESPONDENTS

Section Total Population Frequency of Respondents

CSS 1 43 21
CSS 2 42 20
Cookery 1 45 22
Cookery 2 50 24
Cookery 3 44 21
SMAW 1 56 27
SMAW 2 53 26
SMAW 3 43 21
Hair Dressing 50 24
Total 409 206

The table above shows that both Hair Dressing and Cookery 2 has an equal population of 50
students. And SMAW 1 has the largest population of 56 students.

Research Instrument

The researchers will make and will use a questionnaire that emphasize on the Level of
Satisfaction of TVL Students in their Respective Laboratories of Grade 12 TVL students. The
questionnaire will show the frequency level of satisfaction where the respondents will choose
from five choices: Very Satisfied, Satisfied, Neutral, Dissatisfied, Very Dissatisfied, and a blank
space for them where they can write their suggestion for improvement for their respective
laboratories. All in all, the questionnaire will have a total of 10 items. The questionnaire will be
modified by the researchers for the accuracy of the results.
Sampling Technique

This study will be using the Stratified Random Sampling Technique Stratified sampling is
a probability sampling technique used in sample surveys. The elements of the targeted
population are divided into distinct groups or strata, with elements within each stratum being
similar to one another in terms of certain-survey relevant characteristics (Parsons et al. 2017).

Research Procedure

The researchers will be ask the teacher who are in-charge at that time asking for
permission to conduct the research. The researchers will be handing out survey questionnaires to
one or more participants, which would then allow for the Stratified Random Sampling Technique
to take place. After the participants have finished answering the survey questionnaires, the
researchers would then gather and analyze the data and in doing so would determine the results
of the study. Level of Satisfaction of TVL Students in their Respective Laboratories.

Data Analysis

In this study, data analysis was conducted employing standard deviation method to
measure of how much in a data set value from the mean.it is calculated by subtracting the mean
from each value and then the finding the average of the squared differences. A high standard
deviation indicates that the data is spread out, while a low standard deviation means that the data
is clustered around the mean.
 CHAPTER 4
Presentation, Analysis, and Interpretation of Data

This chapter reveals the data gathered together with the corresponding data analysis and
interpretation to determine the level of satisfaction of students in their respective
laboratories.The data were presented in tabular forms organized in sequential manner, following
the specific problem in chapter 1, 2, and the Statement of the Problem.
Table 1.1
References