research topic for tvl students

Top 100 Research Topics & Titles about Food & TVL

When you look for a good research paper topic, you can easily become the severest critic of any proposed idea. Some topics do not interest you at the very least, while others might shock your teachers. Where is the golden mean?

Check out this list of top 100 research paper questions and you will definitely find among them a captivating and inspiring idea for you. And remember to ask your friends to review your paper or proofread it by Grammarly.

⚒️ Practical Topics for TVL Students

• 🍲 60 TVL Topics on Food & Design
• 🌳 Good Topics Do Not Grow on Trees
• ⚡ Topics to Grab Everyone’s Attention
• 🔍 References

If you think that going to college is a waste of time, then you’re in the right place! Here you can start your TVL journey without any effort!

TVL is a technical-vocational livelihood. Here, you can find the best quantitative research topics for TVL students possible. With the help of the TVL track, you can start working and earning just after graduating high school. Let’s see how it is possible.

For example, most students finishing college don’t even know how to apply all the knowledge they gained over three to five years of studying. Some of them don’t also remember topics for practical research papers they wrote…

It creates a problem of too many graduates without practical skills. It takes them years of unpaid internships to finally start meeting the employers’ requirements. Then (maybe) they can begin earning the minimum wage. Later on, they find themselves stuck on the job they don’t like, “waiting for something better.”

But there is another option! And if you’re reading this, you decided to choose a TVL track! Dive deep and pick up a research topic about TVL strand to start your journey. It will provide you with real skills that are 100% relevant at all times! You can go for using a topic maker, too. Not a bad option.

Working on practical qualitative research topics for TVL students is the first step. You can find a list of interesting research titles about TVL strand below.

🍲 60 TVL Research Topics on Food & Design

• Dressmaking: the development of wedding dress models
• What are the most popular techniques of drafting in dressmaking?
• The most efficient pattern-making methods in dressmaking
• Fashion designers that changed the dressmaking forever
• Where do tailors and dressmakers seek for inspiration?
• How is computer modeling applied in the dressmaking process?
• The process of creating corsets that fit: a historical analysis
• The newest technologies in dressmaking: equipment you can’t miss
• The best methods of organizing working space to make dressmaking more efficient
• The development of the sewing machines up to modern times
• How does it fit and everything about sewing patterns?
• How have indie designers changed the fashion industry?
• The most common issues with the incorrectly chosen fabric
• The tricks to check the quality of the fabric and pick the best one
• Dressmaking as a creating culture: interviewing fashion designers
• Aerodynamics issues: designing a perfect Formula One racing car
• Car engineering: how is mileage improved in hybrid cars?
• What are the safest types of airbags in cars?
• Creating a robot car: what technologies are used?
• How to optimize the solar car: overcoming limitations?
• Modern cars and the benefits of automatic transmission
• How would hypercars improve the transportation experience?
• Challenges autonomous cars need to overcome
• What is the role of car engineers during the creation of autonomous cars?
• Car engineering: the future of using cryogenic fuels in cars
• Hydraulic linkages in the concept of the hy-wire cars
• Fuel cell system issues in the hy-wire cars: analyzing hydrogen properties
• Can air-powered cars be a solution for a zero-pollution future?
• Car designing: the role of rearward bias and its connection to aerodynamics
• The development of steam cars: a historical analysis
• How can you make crops immune to diseases?
• Agriculture: the aspects that affect the health of crops
• How does temperature affect the irrigation levels?
• The role GMO in agriculture: a case study of the US fields
• Possible ways to apply artificial intelligence in agriculture
• How do farmers use apps to foresee pest infections?
• Why should farmers keep an eye on export and import details?
• The methods of defining your prices: tracking the crops ratios

• What are the latest improvements in the gestational crates?
• The US regulations regarding the chemicals and pesticides
• Why should farmers be informed about all the changes in the policies?
• The methods of managing and adjusting the livestock population
• Is it better to start an organic farm rather than a conventional plane farming?
• The size matters: the reasons why new generations prefer smaller farms
• Why has hemp become such a popular crop recently?
• Fitting crops to the region: saving water and increasing profits
• How can optimizing tillage reduce the water use for farmers?
• What are the benefits of indoor vertical farming?
• Can covered crops help with controlling weeds?
• Analyzing sustainability of the crops: soil conservation
• Cookery: the benefits of pea protein over whey protein
• Younger generation stops drinking: the future of alcohol
• The rise of fast-food breakfast: overviewing the trends
• The impact of Italian cuisine on American food culture
• Why has intermittent fasting become so popular recently?
• Charcuterie as a part of the daily diet: pros and cons
• The development of a ghost kitchen concept: a case study of the US
• Why is being a flexitarian better than vegetarian?
• Low-sugar vs. stevia: contrast and compare the dietary benefits
• Adaptogens in everyday food: how takeaway can reduce your stress levels?

🌳 Good Research Paper Topics Do Not Grow on Trees

Surely, it is easier to find a good research paper topic, than to think of one from scratch. However, it might not be that easy to find topics – truly good research questions do not grow on trees. So don’t miss this opportunity and choose your topic from these great ideas (or ask us for professional writing help -all you have to do is just send a message):

• Are cell phones bad for your health?
• Is homosexuality genetic?
• Advertising: information vs. manipulation.
• Should businesses be ethical?
• Is it possible to replace animal testing with other types of testing?
• How to throw away our “throw-away” lifestyles?
• Should developed countries help Africa?
• Who is to blame for the European debt crisis?
• Is the arms race over now?
• Is China a new superpower?
• Should students receive salaries during their studies?
• Can standard tests measure something meaningful, apart from students’ short-term memory?
• Does access to condoms in high schools encourage teen sex?
• Are social networks good or bad for teens?
• Does Internet need censorship?
• Is there a glass ceiling in today’s society ?
• Should prostitutes have their own labor unions?
• Is it possible to eliminate the black market?
• What is the solution to the problem of human trafficking?
• Online banking : pros and cons.

⚡ Good Topics for Research Papers to Grab Everyone’s Attention

Do you want to grab everyone’s attention? Discover even more good research paper questions below:

• Are fast-food restaurants or fast food eaters to blame for obesity ?
• Is food labeling effective in controlling one’s calorie intake?
• Should parents punish their children for disobedience?
• Should spanking be outlawed?
• Isn’t the gap year between high school and college a waste of time?
• Has the “American dream” changed over the last decades?
• Can religious beliefs justify terrorism?
• Do people need a single world religion?
• Can racial profiling be useful?
• Islamophobia after 9/11.
• Emotional difficulties and eating disorders .
• Ways to encourage organ donation .
• Should mothers of Siamese twins have an abortion?
• The problem of personal identity in twins.
• Does their parents’ divorce have long-term consequences for children?
• Gender roles or gender stereotypes : where is the line?
• Is too much competition harmful to students?
• Do men need protection against feminists?
• What should be done about noise pollution?
• Should people study body language ?

Impress your teachers by using any of these fresh and truly good research project ideas. Writing good research papers does not need to be difficult. Now that you have a brilliant idea, you are halfway to your stunning success.

Learn more on this topic:

• 280 Good Nursing Research Topics & Questions
• 226 Research Topics on Criminal Justice & Criminology
• 204 Research Topics on Technology & Computer Science
• 178 Best Research Titles about Cookery & Food
• 497 Interesting History Topics to Research
• 180 Best Education Research Topics & Ideas
• 110+ Micro- & Macroeconomics Research Topics
• 417 Business Research Topics for ABM Students
• 190+ Research Topics on Psychology & Communication
• 512 Research Topics on HumSS
• 281 Best Health & Medical Research Topics
• 501 Research Questions & Titles about Science
• A List of Research Topics for Students. Unique and Interesting

🔗 References

• Education Research Highlights
• Research Topics from Dartmouth College
• Learning Practical Research Skills Using An Academic Paper Framework – An Innovative, Integrated Approach (ScienceDirect)
• Practical Research and Evaluation: SAGE
• A Background for Practical Research: JSTOR
• Learning cooking skills at different ages: a cross-sectional study (BMC)
• Adolescents’ cooking skills strongly predict future nutritional well-being: ScienceDaily
• Share to Facebook
• Share to LinkedIn
• Share to email

Can there possibly be anything fun about academic writing? It seems there is – what are all those fun persuasive speech topics then for, after all? However, creating a bunch of good topics might seem hard the first time around. No need to worry though – there’s always plenty of...

A persuasive speech on any topic is a performance designed to convince people about something and prove your point. Choosing a suitable topic is crucial for your speech’s success. Do you need some help with finding easy topics for a persuasive speech? Then check these fantastic and easy ideas from...

Do you know the secret place where people go to get their good informative speech topics? Looking for an interesting topic for speech? Congratulations, because you’ve just found it! So, if you’re ready to get some really good topics for an informative speech, all you need to do is to...

A proposal argument is an essay in which you describe a specific issue that needs fixing. It focuses on problem solutions. Are you interested in writing high-quality proposal essays? Or maybe you’re wondering what can make your writing truly outstanding? Here you will find answers to these questions as well...

Sometimes you just wish there was a marketplace with vendors shouting, “Topics for argument essays! Who wants inspirational topics to write about?” Well, you are lucky enough: you’ll find plenty of inspiring things here! Coming up with some argument essay topics is quite easy! In this article, you’ll find some...

Are you searching for original, thought-provoking, and really controversial debate topics? Here they are! Selecting any of these 25 controversial topics for debate from Custom-writing.org, you can guarantee a heated dispute in class or exciting polemics with your friends. But first, let’s figure it out, what is debate and how you should pick up great...

Perhaps, each person has unforgettable memories of school life. It might be their first day when everything seemed to be exciting and unknown. Or it might be some picnic or trip when they spent a great day outside with their classmates. Writing a high school experience essay requires you to...

We came up with this guide to make school essay writing easy for you. Need some creative writing topics for grade 8? Or recommendations for the 11th-grade expository paper? We’ve got you! Helpful tips and essay topics for grades 8, 9, 10, 11, and 12— our Custom-writing.org team has advice for everyone. Here, you’ll find: In fact, our recommendations will be perfectly suitable for both middle and high school students....

Have you ever thought about the importance of transportation? Every day we see cars, trucks, planes, and ships and never wonder what exactly they are doing. In fact, these vehicles not only transport people from one place to another. They also form a vast system that plays a vital role...

In a few words, family values can be defined as principles, some ideals, and beliefs within a family that are passed from generation to generation. You should keep in mind that family values might change with time. Besides, they may differ from culture to culture.

India gained its independence on August 15, 1947. Before that, it was a British colony. Since 1947, India has changed a lot, and this is what you will have to discuss in your essay on India after 60 Years of Independence.

Throughout history, people have dreamed of a world without violence, where harmony and justice reign. This dream of world peace has inspired poets, philosophers, and politicians for centuries. But is it possible to achieve peace globally? Writing a world peace essay will help you find the answer to this question...

Pls give me 2 Quantitative research ralated to TVL strand.

Quantitative research Title related to TVL strand

Kindly give me some idea of quantitative research title in tvl HE strand at least 5 research title

kindly give me some ideas of qualitative research title in tvl strand

Can you give me a 5 research title about HUMSS track Qualitative Research

Hi good afternoon! I just wanted to ask if you can help me with the evaluating the practical skills of TVL students? I really really need your help

Can you give me 5 research title about tvl horticulture with author, year of publication, statement of the problem/purpose and findings

Hi can you give a 5 task about TVL that interest you the most or you find the necessity to venture into research project.

Research Topic about TVL strand

Experimental Research Title about TLE

Asian Journal of Advanced Research and Reports

Published: 2023-06-27

DOI: 10.9734/ajarr/2023/v17i9521

Page: 69-90

Issue: 2023 - Volume 17 [Issue 9]

Original Research Article

Article Metrics

Lived experiences in performance assessments: from the lens of the students in technical vocational livelihood senior high school.

Roxanne Joy C. Olaguer *

University of Mindanao-Professional School, Matina, Davao City, The Philippines.

Ester Jean U. Pelayo

*Author to whom correspondence should be addressed.

Aims:   The study aimed to unveil the experiences, coping mechanisms, and insights of the Senior High School students in performance assessments of the TVL track.

Study Design: Qualitative-Phenomenology research design.

Place and Duration of Study: Three public schools under the division of Digos City, Davao Region, Region XI, which offer a Technical-Vocational-Livelihood strand during the SY 2022-2023.

Methodology: Using purposive sampling, the participants were the Senior High School students of the three identified public schools, which offer the Technical-Vocational-Livelihood track, 15 participants for the FGD and 6 participants for the IDI.

Results: For the experiences, three themes emerged: troubles in task completion during performance assessment, enjoying the tasks while learning, and lack of resources and materials, while for the coping mechanisms, also three themes: self-determination and perseverance, share ideas and materials with peers and teachers and study and perform diligently and insights, three themes emerged: teamwork is the force behind every success, perseverance makes impossible-possible, and it is not about their resources, it is being resourceful.

Implication: Assessment plays an integral role in teaching-learning because it will help improve the performance of each student and the school as a whole. It must be enhanced to improve its content and process significantly and to make evaluation and information a part of the teaching-learning process. These results will be a significant addition to the developing body of knowledge and literature about the impact of K to 12 in the Philippines. Other researchers may assess the effects of K to 12 and TVL curriculum or another qualitative study in other regions.

Keywords: Education, senior high school students, TVL track, performance task, phenomenology, Digos City, Philippines

How to Cite

• Download Citation
• Endnote/Zotero/Mendeley (RIS)

Brillantes KD, Orbeta A, Abrigo K, Capones E, Jovellanos JB. Status of Senior High School Implementation: A Process Evaluation; 2019.

Uy E, Martinez A, Jr. Factors affecting senior high school track offerings in the Philippines; 2019.

Retrieved on November 22, 2022 from https://development.asia/insight/factors-affecting-senior-high-school-track-offerings-philippines

Petalla MB, Doromal AC. Students in the real-world of performance tasks assessment: A qualitative inquiry. Philippine Social Science Journal. 2021; 4(1):53-60. Available: https://philssj.org/index.php/main/article/view/312/193

McTighe J. Defined Learning Performance Task; 2015. Available: https://blog.performancetask.com/what-is-aperformance-task-part-1-9fa0d99ead3b

VanTassel-Baska J. Performance-Based Assessment: The road to authentic learning for the gifted. Gifted Child Today. 2014;37(1):41–47. Available: https://doi.org/10.1177/1076217513509618

Costales JM. Difficulties in performance task authentic assessment among secondary school social studies teachers of zone 2, Department of Education Division of Zambales. United International Journal for Research & Technology. 2022;3(6):54-64. Available: https://uijrt.com/articles/v3/i6/UIJRTV3I60008.pdf

Yunos JM, Sern LC, Kiong TT, Hamdan NH. The issues and challenges of vocational teacher education program. Proceedings of the 1 St Annual International Seminar On Transformative Education And Educational Leadership; 2016.

Hernando-Malipot M. Tech-voc courses now limited to home-based learning, DepEd says. Manila Bulletin; 2021.

Galias JFT. Senior High School TVL Issues, Concerns and Interventions During COVID-19 Crisis. TeacherPH; 2021.

Retrieved November 22, 2022, from https://www.teacherph.com/senior-high-school-tvl-issues/

Dewey J. (1997 edition) Experience and Education, New York: Touchstone; 1938.

Kurz A, Talapatra D, Roach AT. Meeting the curricular challenges of inclusive assessment: The role of alignment, opportunity to learn, and student engagement. International Journal of Disability, Development and Education. 2012;59(1):37-52.

Kagan SL, Carroll J, Comer JP, Scott-Little C. Alignment: A missing link in early childhood transitions?. YC Young Children. 2006;61(5):26.

Perez R. Becoming Successful K to 12 Implementers: Operational Preparedness of Senior High Schools in Hagonoy, Bulacan, Philippines. JPAIR Multidisciplinary Research Journal; 2018.

Ramos FG. An Evaluation of the Technical Vocational Livelihood Track in Public Senior High Schools in the Division of Batangas: Basis for an Enhancement Program. International Journal of Academic Research in Progressive Education and Development. 2021;10(2): 877–900.

Castillo R. Arts and Trade Program Enhancement in Bauan Technical High School”. Unpublished Master’s Thesis, Batangas State University, Batangas City; 2012.

Esguerra E, Orbeta A. The National System of Technical Vocational Education and Training in the Philippines: Review and Reform Ideas. Discussion Paper Series No. 2016- 07. Philippine Institute for Development Studies; 2016.

Magno, Posang. Educational Measurement and Evaluation Review. 2016;7, Assessment Schemes in the Senior High School in the Philippine Basic Education from https://www.researchgate.net/publication/308725198

Nabuya MV. Effect of modular approach on the level of achievement of students in inorganic chemistry. Journal of International Academic Research for Multidisciplinary Impact Factor 4.991, ISSN: 2320-5083. 2019;7(1).

Olabiyi OS, Adigun EO, Adenle, SO. Assessment of the Adequacy of Training Facilities Used for Vocational and Technical Education in Colleges of Education in South West Nigeria. African Journal for the Study of Educational Issues. 2008;4 (3):44-52.

Leong P. Key Reforms in Revitalising Technical and Vocational Education and Training (TVET) in Malaysia. egional Conference on Human Resource Development Through TVET as a Development Strategy in Asia. Sri Lanka; 2011. Retrieved on May 5, 2016 from https://goo.gl/spBzX4 .

Misko, Priest. Students' Suggestions for Improving Their Vocational Education and Training Experience, National Centre for Vocational Education Research (NCVER); 2009.

Retrieved from https://scholar.google.com.ph/scholar?hl=en&as_sdt=0%2C5&q= Students'+suggestion+for++improving+their+vocational+education+and+training++exper ience&btnG=#d=gs_qabs&u=%23p%3Djt-u-THvOToJew?fbclid=IwAR26LOZErmyd6dZsJF9ukvbMu6rgQooe3QJqceg8JB__OJ9ev4-R1U9A 4vc

Kahl S, Hofman P. Curriculum embedded performance assessment for deeper learning and accountability. Dover, NH. Measured Progress; 2013.

Assessment Learning Center. Performance Assessment – What is it and why is it useful?; 2017. Retrieved on November 22, 2022 from https://www.michiganassessmentconsortium.org/wp-content/uploads/Oct2017_ALN-LearningPoint_Performance-Assessments-1.pdf

Lund JL, Kirk MF. Performance-Based Assessment for Middle and High School Physical Education. Human Kinetics Publishers; 2019.

AlShamsi A. Perspective Chapter: Performance-Based Assessment through Inquiry-Based Learning. Education and Human Development; 2023. DOI: 10.5772/intechopen.109217

Agrawal T. Vocational education and training programs (VET): an Asian perspective., . Asia-Pacific Journal of Cooperative Education. 2013;14(1):15-26.

Maier U, Wolf N, Randler C. Effects of a computer‐assisted formative assessment intervention based on multiple‐tier diagnostic items and different feedback types. Computers & Education. 2016;95: 85– 98.

Okorie J. Developing Nigeria’s Workforce. Calabar. Page Environ publisher; 2000.

Mackenzie AH. Assessment in the science class-room. The Science Teacher. 2020;87(6):6.

Bland LM, Gareis CR. Performance assessment: A review of definitions, quality characteristics, and outcomes associated with their use in K-12 schools. Teacher Educators’ Journal. 2018;11:52-69.

Available: https://files.eric.ed.gov/fulltext/EJ1174728.pdf

Bachman L. Some reflections on task-based language performance assessment. Language Testing. 2002;19(4):453–476.

Norris J. Interpretations, intended uses and designed in task-based language assessment. Language Testing. 2002;19(4):337–346.

Kim H. Task-Based Performance Assessment for Teachers: Key issues to consider. Columbia University Working Papers in TESOL and Applied Linguistics. 2004;4(2):1-5.

Ernst JV, Glennie E. Performance-based task assessment of higher-order proficiencies in rede-signed STEM high schools. Contemporary Issues in Educational Research, first quarter. 2017;10(1):13-32. Available: https://files.eric.ed.gov/fulltext/EJ1126837.pdf

Gupta S. Perseverance Is an Important Quality as You Will Face Challenges in Life,& It’s a Skill That will pay off. LinkedIn; 2022. Retrieved from https://www.linkedin.com/pulse/perseverance-important-quality-because-you-face-challenges-gupta

Duckworth AL. Grit: The Power of Passion and Perseverance. New York, NY: Scribner; 2016.

Dweck CS. Mindset: Changing the way you think to fulfill your potential. Revised edition. London: Robinson; 2017.

Freeburn B, Arbaugh F. Supporting productive struggle with communication moves. Mathematics Teacher. 2017;111(3) :176-181. Available: https://www.jstor.org/stable/10.5951/mathteacher.111.3.0176

Kress NE. 6 essential questions for problem-solving. Mathematics Teacher. 2017;111(3):190-196.

Retrieved from https://www.jstor.org/stable/10.5951/mathteacher.111.3.0190

Kapur M. A further study of productive failure in mathematical problem-solving: Unpacking the design components. Instructional Science. 2011;39(4):561–579.

Retrieved from https://link.springer.com/article/10.1007/s11251-010-9144-3

Warshauer HK. Productive struggle in middle school mathematics classrooms. Journal of Mathematics Teacher Education. 2014;18(4):375-400. Available: https://doi.org/10.1007%2Fs10857-014-9286-3

Hoferichter F, Raufelder D. Kann erlebte unterstützung durch lehrkräfte schulische erschöpfung und stress bei schülerinnen und schülern abfedern? [Can experienced teacher support buffer school exhaustion and stress in students?]. Zeitschrift Pädagogische Psychol. 2021;39:1–14.

DOI:10.1024/1010-0652/a000322

Stroet K, Opdenakker MC, Minnaert A. Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review. 2013;9:65–87.

Jang H, Reeve J, Deci EL. Engaging students in learning activities: It’s not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology. 2010;102(3):588–600.

Available: https://doi.org/10.1037/a0019682

Timperley H, Wilson A, Barrar H, Fung I. Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. Wellington: Ministry of Education; 2007. Available: https://www.educationcounts.govt.nz/publications/series/2515/15341

Geraldizo DP, Dabasol JS. Assessment of the Senior High School Technical-Vocational Livelihood Track. International Journal of Management and Commerce Innovations. 2021;9(2).

Hoferichter F, Raufelder D, Eid M. Socio-motivational moderators - two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students. Front. Psychol. 2015;6:1675.

DOI:10.3389/fpsyg.2015.01675

Holt LJ, Mattanah JF, Long MW. Change in parental and peer relationship quality during emerging adulthood: implications for academic, social, and emotional functioning. J. Soc. Personal Relationships. 2018;35:743–769. 10.1177/0265407517697856

Verkuyten M, Thijs J. School satisfaction of elementary school children: the role of performance, peer relations, ethnicity, and gender. Soc. Indicators Res. 2002;59:203–228. DOI:10.1023/A:1016279602893

Adams RE, Santo JB, Bukowski WM. The presence of a best friend buffers the effects of negative experiences. Dev. Psychol. 2011;47:1786–1791. DOi:10.1037/a0025401

Maunder R, Monks CP. Friendships in middle childhood: links to peer and school identification, and general self-worth. Br. J. Dev. Psychol. 2019;37:211–229. DOI:10.1111/bjdp.12268

Hoferichter F, Raufelder D. “Competition in class hinders scholastic well-being effects on test anxiety in secondary school students,” in Stress and Anxiety, eds Moore KA, Buchwald P, Howard S, editors. (Berlin: Logos;). 2017;105–114.

Hashemian M, Hashemian A. Investigating study habits of library and information sciences students of Isfahan University and Isfahan University of medical sciences. Iran J Med Educ. 2014; 14(9):751–757

Eva KW, Bordage G, Campbell C. Towards a program of assessment for health professionals: from training into practice. Adv Health Sci Educ. 2016; 21(4):897–913.

DOI: 10.1007/s10459-015-9653-55

Kyauta MA, Shariff YA, Garba HS. The role of guidance and counseling service on academic performance among students of umar suleiman college of education, Gashua, Yobe State, Nigeria. KIU J Humanities. 2017;2(2):59–66.

Rezaie Looyeh H, Seyed Fazelpour SF, Reza Masoule S, Chehrzad MM, Kazem Nejad Leili E. The relationship between the study habits and the academic performance of medical sciences students. J Holistic Nurs Midwifery. 2017;27(2):65–73. DOI: 10.18869/acadpub.hnmj.27.2.65

Kapur, Radhika. Understanding the Meaning and Significance of Educational Leadership. The Journal of Social Sciences Studies and Research. 2021; 1(06):33–42. Retrieved from http://tjsssr.com/index.php/tjsssr/article/view/41

Pinquart M, Sörensen S. Differences between Caregivers and Non Caregivers in Psychological Health and Physical Health: A Meta-Analysis. Psychology and Aging. 2003;18:250.

Available: https://doi.org/10.1037/0882-7974.18.2.250

Vaughan B, Yoxall J, Grace S. Peer assessment of teamwork in group projects: Evaluation of a rubric. Issues in Educational Research. 2019;29(3):961–978.

Ali AB, Rosli DI, Sujadi I, Usodo B, Perdana FA. Mastering the soft skills in the implementation of work-based learning among community college students. Journal of Physics: Conference Series. 2017;795(1):012004. IOP Publishing. Available: https://doi.org/10.1088/1742-6596/795/1/012004

Alberti S, Motta P, Ferri P, Bonetti L. The effectiveness of team-based learning in nursing education: A systematic review. Nurse Educ. Today. 2021;97: 104721. DOI: 10.1016/j.nedt.2020.104721.

Michaelsen L.K., Sweet M. Team-based learning. New Dir. Teach. Learn. 2011;128:41–51.

DOI: 10.1002/tl.467.

Koles PG, Stolfi A, Borges NJ, Nelson S, Parmelee DX. The impact of team-based learning on medical students’ academic performance. Acad. Med. 2010;85:1739–1745. DOI: 10.1097/ACM.0b013e3181f52bed.

Tan NC, Kandiah N, Chan YH, Umapathi T, Lee SH, Tan K. A controlled study of team-based learning for undergraduate clinical neurology education. BMC Med Educ. 2011;11:91. DOI: 10.1186/1472-6920-11-91.

Paat FMG, Tamayao AI, Vecaldo RT, Mamba MT, Asuncion JEL, Pagulayan ES. Does being gritty mean being college-ready? Investigating the link between grit and college readiness among Filipino K-12 graduates. Int. J. Learn. Teach. Educ. Res. 2020;19:160–174. DOI: 10.26803/ijlter.19.9.9

Farruggia SP, Han C, Watson L, Moss TP, Bottoms BL. Noncognitive factors and college student success. J. Coll. Stud. Ret. 2018;20:308–327. DOI: 10.1177/1521025116666539

Sedlacek WE. Measuring Noncognitive Variables: Improving Admissions, Success and Retention for Underrepresented Students. Herndon, VA: Stylus; 2017.

Stoltz PG. Leadership grit™. Leader Leader. 2015;49–55. DOI: 10.1002/ltl.20205

Credé M, Tynan MC, Harms PD. Much ado about grit: A meta-analytic synthesis of the grit literature. J. Pers. Soc. Psychol. 2017;113:492–511. DOI: 10.1037/pspp0000102

Mak B, Lau C, Wong A. Effects of experiential learning on students: an ecotourism service-learning course. J. Teach. Travel Tour. 2017;17:85–100. DOI: 10.1080/15313220.2017.1285265

Roberts J. From the editor: the possibilities and limitations ofexperiential learning research in higher education. J. Exp. Educ. 2018;41:3–7. DOI: 10.1177/1053825917751457

Allen RE, Kannangara C, Carson J. True grit: how important is the concept of grit for education? a narrative literature review. Int. J. Educ. Psychol. 2021;10:73–87. DOI: 10.17583/ijep.2021.457

Huéscar Hernández E, Moreno-Murcia JA, Cid L, Monteiro D, Rodrigues F. Passion or perseverance? The effect of perceived autonomy support and grit on academic performance in college students. Int. J. Environ. Res. Public Health. 2020;17:2143. DOI: 10.3390/ijerph17062143

Duckworth AL, Peterson C, Matthews MD, Kelly DR. Grit: perseverance and passion for long-term goals. J. Pers. Soc. Psychol. 2007;92:1087–1101. DOI: 10.1037/0022-3514.92.6.1087

Reed L, Jeremiah J. Student grit as an important ingredient for academic and personal success. Dev. Bus. Simulation Exp. Learn. 2017;44:252–256.

Salles A, Cohen GL, Mueller CM. The relationship between grit and resident well-being. Am. J. Surg. 2014;207:251–254. DOI: 10.1016/j.amjsurg.2013.09.006

Kim H, Doiron K, Warren M, Donaldson S. The international landscape of positive psychology research: a systematic review. Int. J. Wellbeing. 2018;8:50–70. DOI: 10.5502/ijw.v8i1.651

Kim KT. A mediating effect of positive psychological capital on the relationship between academic grit and academic burnout perceived by high school students. J. Korea Convergence Soc. 2019;10:219–225. DOI: 10.15207/JKCS.2019.10.6.219

Datu JAD, Zhang J. Validating the Chinese version of triarchic model of grit scale in technical-vocational college students. J. Psychoeduc. Assess; 2020. DOI: 10.1177/0734282920974813.

Hardwick-Smith E. The importance of resourcefulness during the Covid-19 pandemic. Pick Everard; 2020.

Retrieved from https://insights.pickeverard.co.uk/post/102g3m6/the-importance-of-resourcefulness-during-the-covid-19-pandemic

Akgun S, Ciarrochi J. Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology. 2003;23(3):287–94.

Kennett DJ, Keefer K. Impact of learned resourcefulness and theories of intelligence on academic achievement of university students. Educational Psychology. 2006;26(3):441-457. DOI: 10.1080/01443410500342062.

Kennet DJ, Young AM, Cantanzaro M. Variables contributing to academic success in an intermediate statistics course: The importance of learned resourcefulness. Educational Psychology. 2009;29(7):815-830. DOI: 10.1080/01443410903305401

Kennett DJ, Reed MJ, Stuart A. The impact of reasons for attending university on academic resourcefulness and adjustment. Active Learning in Higher Education. 2013;14(2):123–133. DOI: 10.1177/1469787413481130

Goff AM. Stressors, academic performance, learned resourcefulness in baccalaureate nursing students. International Journal of Nursing Education Scholarship. 2011;8(1):1–20.

McWhirter BT, Burrow-Sanchez JJ, Townsend KC. Measuring learned resourcefulness in college students: Factor structure of the self-control schedule (SCS). College Student Journal. 2008;42(4):1099–1109.

Creswell JW. Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications; 2013.

Speziale HJS, Carpenter DR. Qualitative research in nursing: Advancing the humanistic imperative (4th ed.). Philadelphia: Lippincott Williams & Wilkins; 2007.

Retrieved from http://www.amazon.com/Qualitative-Research-Nursing-Humanistic-Imperative/dp/0781796008

Creswell J. Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications; 2007.

Patton MQ. Qualitative interviewing. Qualitative Research And Evaluation Methods. 2002;3:344–347.

Creswell JW, Plano Clark VL. Designing and conducting mixed method research. 2nd Sage; Thousand Oaks, CA; 2011.

Giorgi A. The descriptive phenomenological method in psychology: a modified Husserlian approach. Pittsburgh, PA; 2009.

Mack N, Woodsong C. Qualitative research methods: A data collector’s field guide. Family Health International; 2005.

Retrieved on August 13, 2016 from http://www.north_carolina_USA/4/24/40/05/613/09/93.com

USAID. Performance Monitoring and Evaluation Tips: Conducting focus group interviews; 2011.

Dilshad RM, Latif MI. Focus Group Interview as a Tool for Qualitative Research: An Analysis. Pakistan Journal of Social Sciences (PJSS). 2013;33(1).

Flood A. Understanding phenomenology. Nurse researcher. 2010;17(2).

DOI: 10.7748/nr2010.01.17.2.7.c7457

Wojnar DM, Swanson K. Phenomenology: an exploration. Journal of Holistic Nursing. 2007;25(3):172-180

Vagle M. Crafting phenomenological research. London and New York: Routledge Taylor and Francis Group; 2018.

Lewis S. “Qualitative inquiry and research design: Choosing among five approaches. Health Promotion Practice; 2015.

LeCompte MD. Analyzing qualitative data. Theory Into Practice. 2000;39(3):146– 154.

Zhang Y, Wildemuth B. Qualitative analysis of content. Thousad Oaks, CA: Sage Publications; 2007.

Retrieved from http://www.slideshare.net/omermirza/content-analysis-297

Van Manen M. (Ed.). Writing in the dark: Phenomenological studies in interpretive inquiry. London, ON.: Althouse Press; 2002.

Gunawan J. Ensuring trustworthiness in qualitative research. Belitung Nursing; 2015.

Rolfe G. Validity, trustworthiness and rigor: Quality and the idea of qualitative research. J Adv Nurs. 2006;53:304–10.

Porter S. Validity, trustworthiness and rigor: Reasserting realism in qualitative research. J Adv Nurs. 2007;60:79–86.

Kvale S, Brinkmann S. Interviews (2nd Edition): Learning the craft of qualitative research interviewing. Thousand Oaks, CA: Sage Publications; 2009.

Bloom B, Crabtree B. Making sense of qualitative research: the Qualitative research interview. Blackwell Publishing Ltd; 2006.

Retrieved April 10, 2018 from http://www.hu.liu.se/larc/utbildning-information/scientific-methodology/courseliterature-and-links/1.253566/qual20interview.pd

© Copyright 2010-Till Date, Asian Journal of Advanced Research and Reports. All rights reserved.

Ruby Anna C. Baja University of Mindanao, Philippines

Ruby Anna C. Baja is a public-school teacher in the Department of Education and is currently pursuing her MA at the University of Mindanao. Her research interest focuses on teaching methods, teacher self-efficacy, and classroom development assessment, particularly in the field of technical vocational livelihood education.

Email: [email protected] , [email protected]

.................................................

..................................................

Education Journals

European Journal Of Physical Education and Sport Science

European Journal of Foreign Language Teaching

European Journal of English Language Teaching

European Journal of Special Education Research

European Journal of Alternative Education Studies

European Journal of Open Education and E-learning Studies

Public Health Journals

European Journal of Public Health Studies

European Journal of Fitness, Nutrition and Sport Medicine Studies

European Journal of Physiotherapy and Rehabilitation Studies

Social Sciences Journals

European Journal of Social Sciences Studies

European Journal of Economic and Financial Research

European Journal of Management and Marketing Studies

European Journal of Human Resource Management Studies

European Journal of Political Science Studies

Literature, Language and Linguistics Journals

European Journal of Literature, Language and Linguistics Studies

European Journal of Literary Studies

European Journal of Applied Linguistics Studies

European Journal of Multilingualism and Translation Studies

...................................................

• Other Journals
• ##Editorial Board##
• ##Indexing and Abstracting##
• ##Author's guidelines##
• ##Covered Research Areas##
• ##Announcements##
• ##Related Journals##
• ##Manuscript Submission##

TEARS OF HOPE: THE PLIGHT OF WORKING STUDENTS UNDER TVL-LATE AFTERNOON PROGRAM

Article visualizations:

Adams, R., Sharpe, A., Ogunruku, D., Grubb, K., Obe, G., & Olumide, F. (2022). A Comparison of Students’ Attitude and Perception towards Morning or Afternoon Classes in Texila American University, 2021. Texila International Journal of Academic Research, 9(3), 193–201. https://doi.org/10.21522/tijar.2014.09.03.art016

Adegunju, K. A., Ola-Alani, E. K., & Agubosi, L. A. (2019). Factors responsible for students’ lateness to school as expressed by Nigerian teachers in elementary schools. Mimbar Sekolah Dasar, 6(2), 185. https://doi.org/10.17509/mimbar-sd.v6i2.17040

Ag-Ahmad, N. (2020). Open and Distance Learning (ODL): Preferences, Issues and Challenges amidst Covid-19 Pandemic. Journal of Creative Practices in Language Learning and Teaching (CPLT), 8(2), 1-14. https://cplt.uitm.edu.my/v1/index.php/journal-volu..

Ainurrohmah, F., & Handayani, R. (2020). The influence of motivation, learning discipline, teacher competence and parental support on academic achievement of students (Study on GAMA English Course Sukoharjo). International Journal of Economics, Business and Accounting Research (IJEBAR), 4(4). https://jurnal.stie-aas.ac.id/index.php/IJEBAR

Akhmarov, A. V., Potapov, V., & Kaimova, F. A. (2023). Effective Time Management: Methods and Techniques. Èkonomika I Upravlenie: Problemy, Rešeniâ, 10/5(139), 151–157. https://doi.org/10.36871/ek.up.p.r.2023.10.05.015

Al Azis, E. N., & Yusanti, G. (2021). Part-Time Working Opportunities and the Impact on Students’ Academic Achievement. Middle Eastern Journal of Research in Education and Social Sciences, 2(3), 25–45. https://doi.org/10.47631/mejress.v2i3.277

Al Habsi, S., & Madbouly, A. (2021). Omani Higher Education Students Attitude Towards Work During Study. Journal of Business Strategy Finance and Management, 3(1-2), 110-121. http://dx.doi.org/10.12944/JBSFM.03.01-02.11

Alfonsi, V., Scarpelli, S., D’Atri, A., Stella, G., & De Gennaro, L. (2020). Later school start time: The impact of sleep on academic performance and health in the adolescent population. International Journal of Environmental Research and Public Health, 17(7), 2574. https://doi.org/10.3390/ijerph17072574

Almendarez, L. (2013). Human Capital Theory: Implications for educational development in Belize and the Caribbean. Caribbean Quarterly, 59(3–4), 21–33. https://doi.org/10.1080/00086495.2013.11672495

Almutawa, A. M., & Suwaidan, M. S. (2020). Students’ perceptions regarding classroom attendance and its impact on their academic performance: evidence from a developing country. Journal of Education and Training, 62(6), 693–706. https://doi.org/10.1108/et-10-2019-0233

Andrade, C. (2018). Professional work load and work-to-school conflict in working students: The mediating effect of psychological detachment from work. Psychology, Society & Education, 10(2), 215–224. https://doi.org/10.25115/psye.v10i2.1777

Antipolo, J. J. (2021). Balancing school and work amidst a pandemic: Working students' time management. United International Journal for Research & Technology, 3(1), 58-63. http://tinyurl.com/bsawapwstm

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of Higher education students: A Global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438

Astudillo, M. L. (2019, April 1). The Effects of Time Management among Working Students of Selected Grade 12 General Academic Strand of Senior High School in Bestlink College of the Philippines. https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1254

Atibuni, D. Z., Olema, D. K., Ssenyonga, J., & Kibanja, G. (2019). Enhancing Work-Life balance and research engagement among students in higher education institutions. In Advances in higher education and professional development book series (pp. 148–165). https://doi.org/10.4018/978-1-5225-6331-0.ch010

Aucejo, E., French, J. F., Araya, M. P. U., & Zafar, B. (2020). The impact of COVID-19 on student experiences and expectations: Evidence from a survey. Journal of Public Economics, 191, 104271. https://doi.org/10.1016/j.jpubeco.2020.104271

Auger, K. A., Shah, S. S., Richardson, T., Hartley, D., Hall, M., Warniment, A., Timmons, K., Bosse, D., Ferris, S. A., Brady, P., Schondelmeyer, A. C., & Thomson, J. (2020). Association between statewide school closure and COVID-19 incidence and mortality in the US. JAMA, 324(9), 859. https://doi.org/10.1001/jama.2020.14348

Awi, E., Aviles, J., Cervania, F., Flores, M., Maallo, A., Pajarillo, L., & Ruiz, L. (2021). The 'Delivery Rider Students' amid the pandemic and its implication to online learning education. International Journal of Social Sciences & Educational Studies, 8(3). https://doi.org/10.23918/ijsses.v8i3p200

Backmann, J., Weiß, M., Schippers, M. C., & Hoegl, M. (2019). Personality factors, student resiliency, and the moderating role of achievement values in study progress. Learning and Individual Differences, 72, 39–48. https://doi.org/10.1016/j.lindif.2019.04.004

Baert, S., Marx, I., Neyt, B., Van Belle, E., & Van Casteren, J. (2017). Student employment and academic performance: an empirical exploration of the primary orientation theory. Applied Economics Letters, 25(8), 547–552. https://doi.org/10.1080/13504851.2017.1343443

Bahasoan, A. N., Ayuandiani, W., Mukhram, M., & Rahmat, A. (2020). Effectiveness of online learning in pandemic COVID-19. International Journal of Science, Technology & Management, 1(2), 100–106. https://doi.org/10.46729/ijstm.v1i2.30

Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056

Balcuit, Jr., C. V., & Lopio, L. M. (2022). Working while studying: The academic challenges of working scholars. International Journal of Novel Research, 7(6), 748-756. http://tinyurl.com/httpsGd1wqtxts1xzle7

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066x.44.9.1175

Baniaga, D. N., Porquerino, C. A., Vidad, L. T., & Subia, G. S. (2018). Steadfastly dauntless: excellent students in the midst of challenging working environment. International Journal of English, Literature and Social Science, 3(4), 488–492. https://doi.org/10.22161/ijels.3.4.2

Banstola, I., Banstola, R. S., & Pageni, S. (2020). The role of perceived social support on academic stress. Prithvi Academic Journal, 111–124. https://doi.org/10.3126/paj.v3i1.31290

Barada, V., Doolan, K., Burić, I., Krolo, K., & Tonković, Ž. (2020). Student life during the COVID-19 pandemic lockdown: Europe-Wide Insights. University of Zadar. https://www.ehea.info/Upload/BFUG_DE_UK_73_11_6_students_Covid_19_survey_results.pdf

Bartanen, B. (2020). Principal quality and student attendance. Educational Researcher, 49(2), 101–113. https://doi.org/10.3102/0013189x19898702

Bartolj, T., & Polanec, S. (2021). An empirical analysis of the effects of student work and academic performance on the probability of employment. Economic and Business Review, 23(1), 26–39. https://doi.org/10.15458/2335-4216.1003

Basith, A., Syahputra, A., & Ichwanto, M. A. (2020). Academic Self-Efficacy as predictor of academic achievement. Jurnal Pendidikan Indonesia, 9(1), 163. https://doi.org/10.23887/jpi-undiksha.v9i1.24403

Becker, G. S. (1993). Human capital. https://doi.org/10.7208/chicago/9780226041223.001.0001

Beer, A., & Bray, J. B. (2019). The college-work balancing Act. Association of Community College Trustees (ACCT). https://eric.ed.gov/?id=ED605123

Beiter, K. D. (2006). Chapter Ten. Article 13 of the International Covenant on Economic, Social and Cultural Rights: the Right to Education. In Brill | Nijhoff eBooks (pp. 459–569). https://doi.org/10.1163/ej.9789004147041.i-738.71

Berezina, T., Temirkanova, A., Litvinova, A., & Kokurin, A. (2022). Using virtual reality techniques to alleviate cognitive fatigue in graduate students working while in college. European Journal of Contemporary Education, 11(1), 36-46. https://doi.org/10.13187/ejced.2022.1.36

Berge, S. R. (2019). Working toward graduation: how working an on-campus, part-time job can affect retention rates among racially minoritized students pursuing a bachelor’s degree. Digital Commons @ Cal Poly Humboldt. https://digitalcommons.humboldt.edu/etd/303

Bokan, I., Buljan, I., Marušić, M., Malički, M., & Marušić, A. (2020). Predictors of academic success and aspirations in secondary nursing education: A cross-sectional study in Croatia. Nurse Education Today, 88, 104370. https://doi.org/10.1016/j.nedt.2020.104370

Bozkurt, A. (2020, June 6). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/462

Broer, M., Bai, Y., & Fonseca, F. (2019). A review of the literature on socioeconomic status and educational Achievement. In IEA research for education (pp. 7–17). https://doi.org/10.1007/978-3-030-11991-1_2

Bronfenbrenner, U. (2001). Human Development, Bioecological Theory of. In Elsevier eBooks (pp. 6963–6970). https://doi.org/10.1016/b0-08-043076-7/00359-4

Bronfenbrenner, U., & Morris, P. (2007). The Bioecological Model of Human Development. Handbook of Child Psychology. Portico. https://doi.org/10.1002/9780470147658.chpsy0114

Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206

Carnevale, A. P. (2018). Balancing Work and Learning: Implications For Low-Income Students. Digital Georgetown. http://hdl.handle.net/10822/1052638

Cattan, S., Kamhöfer, D. A., Karlsson, M., & Nilsson, T. (2022). The Long-Term Effects of Student Absence: Evidence from Sweden. The Economic Journal, 133(650), 888–903. https://doi.org/10.1093/ej/ueac078

Chamadia, S. (2018, June 28). Skilling for the Future: Evaluating Post-Reform Status of “Skilling Pakistan†and Identifying Success Factors for Tvet Improvement in the Region. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/2319#:~:text=https%3A//publisher.uthm.edu.my/ojs/index.php/JTET/article/view/2319

Chiang, Y., Arendt, S. W., & Sápp, S. G. (2020). Academic Performance, Employment, and Sleep Health: A Comparison between Working and Nonworking Students. International Journal of Higher Education, 9(3), 202. https://doi.org/10.5430/ijhe.v9n3p202

Christiansen, A., Salamonson, Y., Crawford, R., McGrath, B., Roach, D., Wall, P., Kelly, M., & Ramjan, L. M. (2019). “Juggling many balls”: Working and studying among first‐year nursing students. Journal of Clinical Nursing, 28(21–22), 4035–4043. https://doi.org/10.1111/jocn.14999

Clynes, M., Sheridan, A., & Frazer, K. (2020). Ref: NET_2019_1563: Working while studying: The impact of term-time employment on undergraduate nursing students’ engagement in the Republic of Ireland: A cross-sectional study. Nurse Education Today, 92, 104513. https://doi.org/10.1016/j.nedt.2020.104513

Coral, A. F. (2020, April 1). Challenges Encountered by Working Students that Affect their Academic Performance. https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1682

Creed, P. A., Hood, M., & Hu, S. (2019). Job crafting by students who work and study. International Journal for Educational and Vocational Guidance, 20(2), 331–349. https://doi.org/10.1007/s10775-019-09406-2

Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. Digital Commons University of Nebraska - Lincoln. https://digitalcommons.unl.edu/dberspeakers/48

Department of Education. (2011). https://www.deped.gov.ph/2011/07/13/do-53-s-2011-policy-guidelines-on-the-utilization-of-funds-for-alternative-delivery-modes-adms-in-formal-basic-education/

Donnelly, J. A. (2021). Alternative Education. In Advances in higher education and professional development book series (pp. 272–292). https://doi.org/10.4018/978-1-7998-6803-3.ch014

Drăghici, G., & Cazan, A. (2022). Burnout and maladjustment among employed students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.825588

Epstein, J. L. (2018). School, family, and community partnerships. In Routledge eBooks. https://doi.org/10.4324/9780429493133

Erickson, E. (1968). Identity youth and crisis (No. 7). WW Norton & company. http://tinyurl.com/identifyyouthcrisis

ABSTRACTEurostudent. (2018). Combining studies and paid jobs. Eurostudent VI Thematic Review. Vilnius: Araneum. https://www.eurostudent.eu/download_files/documents/TR_paid_jobs.pdf

Evans, C. (2020). Exploiting students’ part-time work to enhance learning, teaching and assessment. Industry and Higher Education, 35(1), 10–13. https://doi.org/10.1177/0950422220930182

Fatah, N. S. A., Ramli, N. A., Daruis, D. D. I., Deris, F. D., Noor, N. a. M., & Baharum, A. (2021). Correlation assessment between working and academic performance. International Journal of Nonlinear Analysis and Applications, 12, 1103–1115. https://doi.org/10.22075/ijnaa.2021.5572

Faturoti, B. (2022). Online learning during COVID19 and beyond: a human right based approach to internet access in Africa. International Review of Law, Computers & Technology, 36(1), 68–90. https://doi.org/10.1080/13600869.2022.2030027

Ferrer, A. (2022). Status of implementation of Technical-Vocational-Livelihood (TVL) Track in secondary schools in Botolan District. American Journal of Multidisciplinary Research & Development (AJMRD), 4(8), 18-35. https://www.ajmrd.com/wp-content/uploads/2022/08/B481835.pdf

Fleming, J. (2018). Recognizing and resolving the challenges of being an insider researcher in work-integrated learning. International Journal of Work-Integrated Learning, 9(3), 311-320. https://eric.ed.gov/?id=EJ1196753

Francisco, D. C. (2021). The learning style of students and its effect on their metacognitive awareness during Covid-19 pandemic. International Journal of Academic Multidisciplinary Research, 5(1), 123-129. http://tinyurl.com/tlssi6017c7b5299bf1b33e3d5a74

Giorgi, A. (2012). The descriptive Phenomenological Psychological Method. Journal of Phenomenological Psychology, 43(1), 3–12. https://doi.org/10.1163/156916212x632934

Goodwin, D. J. (2020). A Comparative analysis of tardiness policies of Elementary Schools. DUNE: DigitalUNE. https://dune.une.edu/theses/311

Gottfried, M. A. (2019). Chronic Absenteeism in the Classroom Context: Effects on Achievement. Urban Education, 54(1), 3-34. https://doi.org/10.1177/0042085915618709

Greenhaus, J. H., & Beutell, N. J. (1985). Sources of Conflict between Work and Family Roles. The Academy of Management Review, 10(1), 76–88. https://doi.org/10.2307/258214

Grobelna, A., & Tokarz-Kocik, A. (2021). Person – job fit in students’ perspective and its consequences for career aspirations. European Research Studies Journal, XXIV(Issue 4B), 155–168. https://doi.org/10.35808/ersj/2650

Gubbels, J., Van Der Put, C. E., & Assink, M. (2019). Risk Factors for school Absenteeism and Dropout: A Meta-Analytic Review. Journal of Youth and Adolescence, 48(9), 1637–1667. https://doi.org/10.1007/s10964-019-01072-5

Hardjo, S., Haryono, S., & Bashori, K. (2021). The role of coping strategies in achieving psychological wellbeing in students during the Covid-19 pandemic with eligiosity as a moderator variable. Psychology and Education, 58(5), 25-34. http://tinyurl.com/611af2b30c2bfa282a4d52b5

Hasnun, N. I. B., & Mustaffa, N. B. A. (2020). The key success criteria for university students who are studying while working. International Journal of Innovative Science and Research Technology, 5(8), 847–854. https://doi.org/10.38124/ijisrt20aug552

He, S., & Zhang, Z. (2019). The Relationship between Junior Students’ Self-regulation of Time Management and Academic Performance: the Mediating Effect of Independent Learning. Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). https://doi.org/10.2991/iserss-19.2019.215

Helin, J., Hirvonen, J., Koerselman, K., & Siekkinen, T. (2020). Work and studies in Finland during COVID-19. Higher Education in Russia and Beyond 2020(3). https://jyx.jyu.fi/bitstream/handle/123456789/74058/1/Work-and-studies-in-Finland-during-COVID-19.pdf

Huang, X., Cao, J., Zhao, G., Long, Z., Han, G., & Cai, X. (2022). The employability and career development of Finance and Trade College graduates. Frontiers in Psychology, 12, https://doi.org/10.3389/fpsyg.2021.719336

Jakobsson, M., Josefsson, K., Jutengren, G., Sandsjö, L., & Högberg, K. (2018). Sleep duration and sleeping difficulties among adolescents: exploring associations with school stress, self‐perception and technology use. Scandinavian Journal of Caring Sciences, 33(1), 197–206. https://doi.org/10.1111/scs.12621

Janib, J., Rasdi, R. M., & Zaremohzzabieh, Z. (2022). The influence of career commitment and workload on academics’ job satisfaction: the moderating role of a supportive environment. International Journal of Learning, Teaching and Educational Research, 21(1), 1–17. https://doi.org/10.26803/ijlter.21.1.1

Kamau, P. W., Wanga, D. O., & Munyua, C. N. (2020). Empowering the Vulnerable Youth with Employability Skills through Non-formal Training Programs in Kenya. International Journal of Humanities & Social Studies, 8(7). https://doi.org/10.24940/theijhss/2020/v8/i7/hs2007-066

Kaur, H. (2023). Procrastination in Relation to Academic Achievement among College Students. International Journal for Multidisciplinary Research, 5(4). https://doi.org/10.36948/ijfmr.2023.v05i04.4380

Kearney, C. A., Heyne, D., & Gonzálvez, C. (2020). Editorial: School attendance and problematic school absenteeism in youth. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.602242

Khuram, W., Wang, Y., & Khalid, A. (2021). Moderating Impact of Positive Emotion between Academic Stress, and Academic Performance of Students: A Conceptual Framework. Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. https://doi.org/10.51508/intcess.2021164

Kim, A. S. N., Shakory, S., Azad, A., Popovic, C., & Park, L. (2020). Understanding the impact of attendance and participation on academic achievement. Scholarship of Teaching and Learning in Psychology, 6(4), 272–284. https://doi.org/10.1037/stl0000151

Lederman, N. G., & Lederman, J. S. (2015). What is a theoretical framework? A practical answer. Journal of Science Teacher Education, 26(7), 593–597. https://doi.org/10.1007/s10972-015-9443-2

Levinson, H., Kahn, R. L., Wolfe, D. M., Quinn, R. E., Snoek, J. D., & Rosenthal, R. A. (1965). Organizational Stress: Studies in role conflict and ambiguity. Administrative Science Quarterly, 10(1), 125. https://doi.org/10.2307/2391654

Lisnyj, K., Gillani, N., Pearl, D. L., McWhirter, J. E., & Papadopoulos, A. (2023). Factors associated with stress impacting academic success among post-secondary students: A systematic review. Journal of American College Health, 71(3), 851–861. https://doi.org/10.1080/07448481.2021.1909037

Liu, J., Lee, M., & Gershenson, S. (2021). The short- and long-run impacts of secondary school absences. Journal of Public Economics, 199, 104441. https://doi.org/10.1016/j.jpubeco.2021.104441

Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93–105. https://doi.org/10.1037/mot0000127

Logel, C., Oreopoulos, P., & Petronijevic, U. (2021). Experiences and coping strategies of college students during the COVID-19 Pandemic. https://doi.org/10.3386/w28803

Lup, O. (2021). How employed students lived the COVID-19 lockdown in Romania. Revista De Cercetare Si Interventie Sociala, 75, 53–73. https://doi.org/10.33788/rcis.75.3

Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760–768. https://doi.org/10.1037/0022-0663.82.4.760

Magno, G. C., & Magno, E. S. (2022, January). The untold stories of working students: failures, successes, and prospects. International Journal of Research and Innovation in Social Science (IJRISS), 6(1), 88-97. http://tinyurl.com/TUSWS61f130058d338833e395f1fd

Magsumbol, C. N. (2021, September 17). Exam policy making school harder for working students. Philstar.com. https://www.philstar.com/the-freeman/cebu-news/2021/09/18/2128015/exam-policy-making-school-harder-working-students

Maqbool, H., Mahmood, K., Syed, M. H., Ajid, A., Javaid, Z. K., & Mazhar, R. (2021). The predictive role of social support in social adjustment and academic achievement among aniversity students. Psychology and Education, 58(5), 2745-2753. http://tinyurl.com/TPRS653bc9cfff8d8f507ccb6ef9

Mariano, L. A., Madel, N. S., & Miranda, A. T. (2022). The Relationship between Time Management Skills and Academic Performance of Working Students in Open High School Program. Asian Journal of Education and Social Studies, 61–66. https://doi.org/10.9734/ajess/2022/v36i2776

Masevičiūtė, K., Šaukeckienė, V., & Ozolinčiūtė, E. (2018). Combining studies and paid jobs. Thematic review. Hg. v. (German Centre for Research on Higher Education and Science Studies (DZHW). Lithuania. https://www.eurostudent.eu/download_files/documents/TR_paid_jobs.pdf

Mathur, A., Sharan, M., Chakraborty, S., & Mullick, S. (2022). Technical and Vocational Education and Training: Examining Changing Conditions in India. Environmental Sciences Proceedings. https://doi.org/10.3390/environsciproc2022015031

Mirabel, K. T., Diale, B. M., & Sewagegn, A. A. (2022). Technical Vocational Education and Training (TVET) as a Means to Empower Secondary School Learners from Low Socioeconomic Backgrounds. Journal of Technical Education and Training, 14(1). https://doi.org/10.30880/jtet.2022.14.01.012

Meilan, L., & Mariani (2023). Confidence and Students’ Access of Part-Time Labor in Kalimantan Tengah. Socio-Economic and Humanistic Aspects for Township and Industry, 1(2), 152–159. https://doi.org/10.59535/sehati.v1i2.124

Mitchell, J. (2020). Juggling employment and studies: Nursing students’ perceptions of the influence of paid employment on their success. Nurse Education Today, 92, 104429. https://doi.org/10.1016/j.nedt.2020.104429

Moores, E., Birdi, G., & Higson, H. (2019). Determinants of university students’ attendance. Educational Research, 61(4), 371–387. https://doi.org/10.1080/00131881.2019.1660587

Muico, E. J. G., & Requinto, J. B. a. P. (2022). Assessing the academic performance of working students during pandemic. Journal of Multidisciplinary Cases, 26, 7–10. https://doi.org/10.55529/jmc26.7.10

Munyite, E. M. (2018). Factors influencing access rates to youth polytechnics, technical and vocational education and training in Teso north sub county, Busia county, Kenya. University of Nairobi. http://erepository.uonbi.ac.ke/handle/11295/104111

Mutya, R. C., Geverola, I. J., Alfredo, C. C., & Renato, F. V. (2022). Coping with uncertainties: Unveiling the lived experiences of working students in the new normal. Ho Chi Minh City Open University Journal of Science - Social Sciences, 12(1), 112–129. https://doi.org/10.46223/hcmcoujs.soci.en.12.1.2264.2022

Naidoo-Chetty, M., & Du Plessis, M. (2021). Job demands and job resources of academics in higher education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.631171

Nashich, T. M., & Palupi, L. S. (2020). The Relationship between Social Support and The Psychological Well-being of Students Who Work Part-time. E3S Web of Conferences, 202, 12024. https://doi.org/10.1051/e3sconf/202020212024

Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–156. https://doi.org/10.1177/1477971420947738

Neyt, B., Omey, E., Verhaest, D., & Baert, S. (2018). Does Student Work Really Affect Educational Outcomes? a Review of the Literature. Journal of Economic Surveys, 33(3), 896–921. https://doi.org/10.1111/joes.12301

Nga, H. T. (2020). Demand for Part-Time job of students today. International Journal of Contemporary Research and Review, 11(09). https://doi.org/10.15520/ijcrr.v11i09.846

Nurwulan, N. R., & Selamaj, G. (2020). Working university students in Riau Archipelago: dual role and depression. Jurnal Educative: Journal of Educational Studies, 5(2), 123. https://doi.org/10.30983/educative.v5i2.3330

Omar, M. K., Rauf, M. A., Ismail, N., Rashid, A. M., Puad, M. M., & Zakaria, A. (2020). Factors on deciding tvet for first choice educational journey among pre-secondary school student. European Journal of Molecular & Clinical Medicine, 7(3), 609-627. http://tinyurl.com/PSSS5fbcc76e458515b797645854

Onyema, E., Eucheria , N. C., Obafemi , F. A., Sen, S., Atonye, F., Sharma, A., & Alsayed, A. O. (2020, May 31). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108-121. https://doi.org/10.7176/jep/11-13-12

Ostoj, I. (2020). The significance of motivations and selected effects of student employment in the course of studies: a case of an economics study program in Poland. European Journal of Educational Research, 9(1), 165–177. https://doi.org/10.12973/eu-jer.9.1.165

Özcan, M. (2020). Student absenteeism in high schools: factors to consider. Journal of Psychologists and Counsellors in Schools, 32(1), 65–81. https://doi.org/10.1017/jgc.2020.22

Pap, Z., Vîrgă, D., Lupșa, D., & Craşovan, M. (2021). Building more than knowledge: Teacher’s support facilitates study-related well-being through intrinsic motivation. A longitudinal multi-group analysis. Learning and Individual Differences, 88, 102010. https://doi.org/10.1016/j.lindif.2021.102010

Payusan, A., Arrofo, M. J., Codilla, L. A., Gaco, S., Dakay, D. K., Cabanilla, A. J., & Cortes, V. M. (2022). Priorities and Intentions of Working-Students Working amidst COVID-19 Pandemic. The Normal Lights, 16(2). https://doi.org/10.56278/tnl.v16i2.1725

Pedroso, J. E., Alcarde, M. L., Gordon, A. J., & Ponesto, C. B. (2022). Challenges and opportunities faced by working students amidst pandemic. Journal of Digital Learning and Distance Education, 1(5), 168–181. https://doi.org/10.56778/jdlde.v1i5.38

Pedroso, J. E. P., Alcarde, M. L., Gordon, A. J., & Ponesto, C. B. (2023). Challenges and opportunities faced by working students amidst pandemic. Journal of Digital Learning and Distance Education, 2(1), 408–422. https://doi.org/10.56778/jdlde.v2i1.7

Perna, L. W., & Odle, T. K. (2020). Recognizing the reality of working college students. Academe, 106(1), 18-22. https://www.aaup.org/comment/7801

Philippines ADM Evaluation Philippines (2012). Philippines ADM Evaluation Philippines 2012-001.pdf.

https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluation_Philip pines-2012-001.pdf

Philstar.com. (2021, September). Filipino teenagers losing sleep during pandemic, student thesis shows. Philstar Global. https://www.philstar.com/lifestyle/2021/09/18/2128153/filipino-teenagers-losing-sleep-during-pandemic-student-thesis-shows

Pinter, R., Čisar, S. M., Balogh, Z., & Manojlović, H. (2020). Enhancing Higher Education Student Class Attendance through Gamification. Acta Polytechnica Hungarica, 17(2), 13–33. https://doi.org/10.12700/aph.17.2.2020.2.2

Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175

Pregoner, J. D. M., Accion, N., Buraquit, D., & Amoguis, A. (2020). The Experiences of Working While Studying: A Phenomenological Study of Senior High School Students. https://doi.org/10.35542/osf.io/w5t7a

Priatmoko, S., Sugiri, W. A., Bashori, & Islamy, M. I. (2021). Distance learning for new students in the era of pandemic coronavirus disease (COVID-19): implementation and barriers. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.210421.088

Remenick, L., & Bergman, M. (2020). Support for working students: Considerations for higher education institutions. The Journal of Continuing Higher Education, 69(1), 34–45. https://doi.org/10.1080/07377363.2020.1777381

Rosário, P., Núñez, J. C., Vallejo, G., Nunes, T., Cunha, J., Fuentes, S., & Valle, A. (2018). Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality. Contemporary Educational Psychology, 53, 168–180. https://doi.org/10.1016/j.cedpsych.2018.04.001

Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic psychological needs in motivation, development, and wellness. In Guilford Press eBooks. https://doi.org/10.1521/978.14625/28806

Salamonson, Y., Roach, D., Crawford, R., McGrath, B., Christiansen, A., Wall, P., Kelly, M., & Ramjan, L. M. (2020). The type and amount of paid work while studying influence academic performance of first year nursing students: An inception cohort study. Nurse Education Today, 84, 104213. https://doi.org/10.1016/j.nedt.2019.104213

Sallehuddin, M., Huzaidy, A., & Rosli, N. (2019, November). The relationship between stress, workload and time management towards academic performance among working postgraduate in Universiti Utara Malaysia (UUM). American International Journal of Business Management, 2(11), 45-55. https://www.aijbm.com/wp-content/uploads/2019/11/F2114555.pdf

Sánchez-Gelabert, A., Figueroa, M., & Andreu, M. E. (2017). Working whilst studying in higher education: The impact of the economic crisis on academic and labour market success. European Journal of Education, 52(2), 232–245. https://doi.org/10.1111/ejed.12212

Saudi, M. H. M. (2021). The effectiveness of working while studying for military’s cadets. Turkish Journal of Computer and Mathematics Education, 12(11), 1151–1155. https://doi.org/10.17762/turcomat.v12i11.6010

Saxvig, I. W., Evanger, L. N., Pallesen, S., Hysing, M., Sivertsen, B., Gradisar, M., & Bjorvatn, B. (2021). Circadian typology and implications for adolescent sleep health. Results from a large, cross-sectional, school-based study. Sleep Medicine, 83, 63–70. https://doi.org/10.1016/j.sleep.2021.04.020

Sekiwu, D., Ssempala, F., & Frances, N. (2020, April). Investigating the relationship between school attendance and academic performance in universal primary education: The Case of Uganda. African Educational Research Journal, 8(2), 152-160. https://doi.org/10.30918/aerj.82.20.017

Sharma, R. C., Kawachi, P., & Bozkurt, A. (2019). Exploring Changing Perspectives in Distance Education. Asian Journal of Distance Education, 14(1), 1-6. http://asianjde.org/ojs/index.php/AsianJDE/article/view/285

Sherif, V. (2021). Chronically absent or chronically persistent: voices of middle school underserved students on education and chronic absenteeism. Proceedings of the 2021 AERA Annual Meeting. https://doi.org/10.3102/1692430

Sikyr, M., Basmanova, N. I., & Abrashkin, M. (2019). Comparison of study motivation and job expectations of Russian full-time and part-time university students. International Journal of Educational Management, 34(3), 549–561. https://doi.org/10.1108/ijem-05-2019-0166

Sinaga, H. D. E. (2018). Influence of Studying while working and Learning Motivation to academic achievement of college Students Majoring Information System at STMIK Royal Kisaran. Journal of Physics: Conference Series, 1114, 012029. https://doi.org/10.1088/1742-6596/1114/1/012029

Sinfield, G., Goldspink, S., & Wilson, C. (2023). Waiting in the Wings: The enactment of a descriptive phenomenology study. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231207012

Sitepu, E. S., Nursiah, & Azhar. (2020). The role of intellectual, emotional and spiritual intelligence towards entrepreneurial intention among TVET student Indonesia and Malaysia. International Journal of Technical Vocational and Engineering Technology [iJTVET], 2(1), 117-123. https://journal.pktm.com.my/index.php/ijtvet/article/view/37

Solmiano, E., Buenaobra, J., Santiago, M., Rivera, Y., Del Rosario, A., Hung, P., & Tus, J. (2022). Kayod Kalabaw: The Phenomenological Study of the Experiences and Challenges Faced By Working Students Amidst the Covid-19 Pandemic. International Journal of Psychology and Counseling, 12(1), 350-390. http://tinyurl.com/Kayod-61e7c29e5779d35951bb01d5

Soria, K. M., Kelling, C., Mossinghoff, M., & Beahm, R. (2022). First-Generation college students’ mental health during the COVID-19 pandemic. Journal of First-Generation Student Success, 2(2), 97–117. https://doi.org/10.1080/26906015.2022.2070442

Staff, J., Yetter, A. M., Cundiff, K., Ramirez, N. G., Vuolo, M., & Mortimer, J. T. (2019). Is adolescent employment still a risk factor for high school dropout? Journal of Research on Adolescence, 30(2), 406–422. https://doi.org/10.1111/jora.12533

Sudirman, A., & Gemilang, A. V. (2020). Promoting work-based learning as a praxis of educational leadership in higher education. International Journal of Learning, Teaching and Educational Research, 19(3), 149–173. https://doi.org/10.26803/ijlter.19.3.9

Suhaini, M. (2020). Factors Influencing student achievement: A Systematic review. International Journal of Psychosocial Rehabilitation, 24(5), 550–560. https://doi.org/10.37200/ijpr/v24i5/pr201720

Summer, R., McCoy, M., Trujillo, I., & Rodríguez, E. (2023). Support for working Students: Understanding the impacts of employment on students’ lives. Journal of College Student Retention: Research, Theory and Practice, 152102512211492. https://doi.org/10.1177/15210251221149209

Sunnexdesk, & Sunnexdesk. (2021, April 9). How working students, individuals can go back to college. SunStar Publishing Inc. https://www.sunstar.com.ph/article/1891147/philippines/lifestyle/how-working-students-individuals-can-go-back-to-college

Tan, T. S., Lim, E., & Loke, Y. J. (2020). Number of term-time working hours among undergraduate students. Journal of Education and Training, 62(4), 427–440. https://doi.org/10.1108/et-06-2019-0119

Tatar, A. E., & Düştegör, D. (2020). Prediction of academic performance at undergraduate graduation: course grades or grade point average? Applied Sciences, 10(14), 4967. https://doi.org/10.3390/app10144967

Taylor, A., Raykov, M., & Sweet, R. (2020). Hard Working Students Report of 2018 and 2019 Survey Findings. University of British Columbia. https://doi.org/10.14288/1.0388354

te Riele, K. T., McGregor, G., Mills, M., Baroutsis, A., & Hayes, D. (2020). Learning from alternative schools to enhance school completion. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.513

Tetteh, E. N., & Attiogbe, E. J. (2019). Work–life balance among working university students in Ghana. Higher Education, Skills and Work-based Learning, 9(4), 525–537. https://doi.org/10.1108/heswbl-08-2018-0079

Tsurugano, S., Nishikitani, M., Inoue, M., & Yano, E. (2021). Impact of the COVID‐19 pandemic on working students: Results from the Labour Force Survey and the student lifestyle survey. Journal of Occupational Health, 63(1). https://doi.org/10.1002/1348-9585.12209

Tumin, T., Faizuddin, A., Mansir, F., Purnomo, H., & Aisyah, N. (2020). Working students in higher Education: Challenges and solutions. Al-Hayat, 4(1), 79. https://doi.org/10.35723/ajie.v4i1.108

U.S. Department of Labor, B. o. (2019). College enrollment and work activity of recent high school and college graduates – 2018 (USDL-19-0697). http://www.bls.gov/news.release/pdf/hsgec

Urgan, S., & Ak, M. (2022). İş Saygınlığının İş Performansı ve Yaşam Tatminine Etkisine Yönelik Akademisyenler Üzerinde Bir Araştırma. İktisadi Idari Ve Siyasal Araştırmalar Dergisi, 7(18), 285–297. https://doi.org/10.25204/iktisad.1088260

Wade, M. (2018, January 27). Working while at high school or university leads to higher wages later in life. The Sydney Morning Herald. https://www.smh.com.au/opinion/working-while-at-high-school-or-university-leads-to-higher-wages-later-in-life-20180126-h0p23d.html

Warren, J. R. (2002). Reconsidering the relationship between student employment and academic outcomes. Youth & Society, 33(3), 366–393. https://doi.org/10.1177/0044118x02033003002

Wethington, E., & Kessler, R. C. (1986). Perceived support, received support, and adjustment to stressful life events. Journal of Health and Social Behavior, 27(1), 78. https://doi.org/10.2307/2136504

Wilkinson, S., Kumm, S., & McDaniel, S. C. (2020). Transitioning from alternative education Settings: a process for students with behavioral challenges. Intervention in School and Clinic, 56(1), 29–35. https://doi.org/10.1177/1053451220910738

Wojciechowska, A. (2020). Sources of Students’ Motivation to Take up Paid Employment during Studying. Vìsnik Harkìvsʹkogo Nacìonalʹnogo Unìversitetu Ìmenì V.N. Karazìna, 99. https://doi.org/10.26565/2311-2379-2020-99-11

Woosley, J. M., Baraya, A. R., Noguera, J. L. V., & Budden, M. C. (2023). Three Semesters in: COVID’s Impact on the Health and Well-being of Students over Three Semesters of the Health Emergency Order Concerning the Pandemic. European Journal of Education and Pedagogy, 4(5), 1–6. https://doi.org/10.24018/ejedu.2023.4.5.563

Zeijen, M. E. L., Brenninkmeijer, V., Peeters, M. C. W., & Mastenbroek, N. (2021). Exploring the Role of Personal Demands in the Health-Impairment Process of the Job Demands-Resources Model: A Study among Master Students. International Journal of Environmental Research and Public Health, 18(2), 632. https://doi.org/10.3390/ijerph18020632

Zhang, G., Shao, Y., C., & Johnston, C. R. (2019). Working Students and Their Academic Performance – A Decision Tree Analysis. (2019). Journal of Higher Education Theory and Practice, 19(7). https://doi.org/10.33423/jhetp.v19i7.2538

Zhang, X., & Yang, L. (2020). The effects of employment on undergraduate student academic performance. In In 2020 ASEE North Central Section Conference. https://doi.org/10.18260/1-2--35748

Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2

Zimmerman, B. J., & Schunk, D. H. (2015). Self-Regulated learning and performance. In Routledge eBooks. https://doi.org/10.4324/9780203839010.ch1

• There are currently no refbacks.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group . All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number ( ISSN ) serial number certificate issued by Romanian National Library ( Biblioteca Nationala a Romaniei ). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the  Open Access Publishing  requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a  Creative Commons Attribution 4.0 International License (CC BY 4.0) .

The Online Journal for Technical and Vocational Education and Training in Asia

ISSN: 2196-839X

Hybrid Collaborative Model of Technical-Vocational-Livelihood (TVL) Track in Senior High School in the Philippines

Feb 6, 2022 | Issue 18

Abstract  

This paper presents the pilot study of the Hotel and Restaurant Services and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the academic years 2012-2015. These pilot classes initiated the Senior High School program before its full implementation in June 2016. Mindful of the objective of employment generation as championed by the Philippine government, a collaboration between the University of San Carlos, Basic Education Department, and the Center for Industrial and Technical Enterprise was formed to provide ideal conditions for the pilot study graduates to gain immediate employment. The collaboration is anchored on the expertise of the two learning institutions: the University of San Carlos Basic Education Department hosted the general education subjects while the Center for Industrial and Technical Enterprise delivered technically oriented courses. The in-plant or job training programs paved the way for broadened industry exposure. The pilot implementation of the collaborative Senior High School program provided evidence from various stakeholders that competency-based training is what works best for both academic institutions and industry, as most students were employed after graduation and were workplace-ready. Thus, the hybrid model of the collaborative TVL program was effective in developing the competencies needed in the workplace.  

Keywords: TVET, Electro Mechanic Course, Hotel and Restaurant Services, Hybrid Collaborative Model, Senior High School (SHS), Technical-Vocational-Livelihood Track  

1. Introduction   

Technical vocational education and training (TVET) has been recognized worldwide as a tool for empowering people, especially the youth, for sustainable livelihood and social-economic improvement (Okwelle & Deebom 2017). According to Okwelle (2013), TVET broadly refers to deliberate interventions to bring about learning which would make people more productive (or simply adequately productive) in designated areas of economic activity (e.g., economic sectors, occupations, specific work tasks). For Alhasan and Abdullahi (2013), technical and vocational education and training plays an essential role in improving the well-being of youths and communities, and increasing productivity, empowering individuals to become self-reliant and stimulating entrepreneurship. Thus, there is a need to promote TVET as a promising program for students who want to ensure employment after graduation. However, most people are prejudiced with regard to technical and vocational education and training (TVET), seeing it as second-class education (Ratnata 2013; Che Rus et al. 2014). In reality, competency or skills training is an assurance of employability. According to the National Statistics Office, results from the January 2016 Labor Force Survey reflect an estimated 94.2 % employment rate.  

The Philippine educational system encompasses both formal and non-formal education. Due to family tradition and cultural considerations, formal education is preferred to a non-formal system because society is degree-conscious. While there are attractive career opportunities for degree holders, technical education graduates have more employability prospects. The ultimate goal of going to school is to gain employment. However, getting a degree is not the only means to get employed, considering the structure of the labor market. The high demand for manual services suggests that technical and vocational education and training can address its needs. Despite the attractive employability rate of technical and vocational education, there is still a need to put more weight on providing evidence and marketing the program effectively. During the UNESCO General Conference in 2015, United Nations (UN) explained that technical and vocational education and training (TVET) comprises education, training, and skills development relating to a wide range of occupational fields; production, services, and livelihood (UNESCO 2015). TVET, as part of lifelong learning, can take place at secondary, post-secondary, and tertiary levels. It includes work-based education, continuing training, and professional development, which may lead to qualifications. Dual VET is in demand worldwide, and double forms of vocational training are becoming increasingly common in many countries (Angles & Lindemann 2019). 

Technical-Vocational-Livelihood (TVL) is one of the Senior High School program tracks under the K to 12 Enhanced Basic Education program. Compared to the academic track, the TVL track is the most challenging due to the availability of resources and linkages; and was thus given less attention compared to the academic track. Since the creation of the Philippines’ formal education system, cultural conditioning among parents for their children has always leaned towards the academic pathway. Filipino parents always plan for their children’s college education. The thought of encouraging students to pursue a technical-vocational course has always been a remote option. However, some perspectives have changed through time as the Enhanced Basic Education Act of 2013 came into the picture. The implementation of the Senior High School program has paved the way for the inclusion of technical and vocational education as one of the four (4) tracks offered from Grade 11 to Grade 12. Specifically, the Technical-Vocational-Livelihood (TVL) track has gained traction as the shift from content-based to outcome-based learning has becomes a tagline in most, if not all, schools in the country. The TVL track provides students with subjects focused on job-ready skills. It offers practical knowledge and exposure for students to earn National Certificates (NCs) to help them land their desired job after they graduate from Senior High School (SHS). Not many have expressed interest in pursuing a technology-vocational-livelihood track in Senior High School. This is partly because little has been written and advertised about the benefits and potential opportunities this program offers.  

Thus, this study contributes to baseline data on the employment index and its implications for skills development training. Limited local literature on the competitiveness and employability of technical and vocational education graduates is one reason why so few are pursuing the technological-vocational-livelihood track in Senior High School as their priority. Caballero & Cabahug (2015) recommended in their study that a thorough assessment of the functionalities of facilities and equipment needed for each sub-strand of the TVL Home Economics strand should be provided by stakeholders before implementation. This program will ensure the readiness of the school to offer such a strand by the academic year 2016.  

1.1 Purpose of the Study  

The purpose of this study is to present the result of the pilot study of the Electro Mechanic program of the University of San Carlos, Basic Education Department during the Academic Years 2012-2015. This was the SHS pilot class that initiated the Senior High School (SHS) Technological-Vocational Livelihood track under the K+12 program before it started its full implementation in the academic year in June 2016. 

Statement of the Problem:

This study aims to present the pilot study implementation of the hybrid model of the collaborative Technical Vocational Livelihood (TVL) program in a private school in Cebu City, Philippines.

Specifically, it aims to answer the following questions: 

• What is the Senior High School (SHS) track offered?
• How many students are enrolled in each track, and how many completed it?
• Where do these students go after graduating from SHS? 
• What is the effect of the hybrid model of the collaborative TVL program? 

1.2 Technical and Vocational Education in the Philippines  

The Philippine educational system is classified according to the three specific levels of education handled by different government agencies. The Department of Education (DepEd) runs basic education from Kindergarten until Senior High School (Grade 12). The Technical Education and Skills Development Authority (TESDA) handles post-secondary technical and vocational education and training, while the Commission on Higher Education (CHED) handles higher education.  

The government agency mandated to supervise technical education in the Philippines is the Technical Education and Skills Development Authority (TESDA). TESDA uses competency assessment and certification as both the means and the end of competency and skills development. TESDA’s vision is to be the leading partner in developing the Filipino workforce with world-class competence and positive work values. In the performance of its mandate and the pursuit of its vision, TESDA supervises more than 4,500 Technical Vocational Institutions consisting of 4,148 private TVET Institutions, 365 Public Schools and Training Centers, 822 enterprises providing leadership and apprenticeship programs, and 126 TESDA Technology Institutions. The Technical Vocational Institutions employ more than 23,000 Technical Vocational Education and Training (TVET) Trainers covering 215 qualifications (TESDA 2010, 1).  

Technical and Vocational Education Training (TVET) in the Philippines is handled by the Technical Education and Skills Development Authority (TESDA). This government agency manages and supervises technical education and skills development (TESD) in the Philippines. It was created under Republic Act 7796, otherwise known as the Technical Education and Skills Development Act of 1994, which integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-DECS), and the Office of Apprenticeship of the Department of Labor and Employment (DOLE) (TESDA n.d. [a]).  

Because of the need to provide equitable access and provision of TESD programs to the growing number of TVET clients, TESDA continues to undertake direct training provisions. There are four training modalities: school-based, center-based, enterprised-based, and community-based. These are aligned with TESDA’s infrastructure – 57 TESDA administered schools, 60 training centers, enterprise-based training through DTS/apprenticeship, and community-based training in convergence with the LGUs. There are four types of program delivery: School-Based Programs, Center-Based Programs, Community Based Programs, and Enterprise Based Programs. Overall, TESDA formulates workforce and skills plans, sets appropriate skills standards and tests, coordinates and monitors human resources policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in private and public sectors (TESDA n.d. [b]).  

In 2014, TESDA reported that technical vocation (tech-VOC) had soared to new heights. The number of graduates increased tremendously and demand for skilled workers brought tech-voc graduates to a record peak. During the administration of President Benigno Aquino III from July 2010 up to June 2014, tech-voc graduates reached 6,281,328, according to records of the Technical Education and Skills Development Authority (TESDA). TESDA data further revealed that from January 1986 to June 2014, there were 21,700,308 tech-voc graduates in the country (TESDA n.d. [c]). 

2. Collaborative Senior High School TechVoc Program   

During the academic year 2012-2013, the Basic Education Department (BED) of the University of San Carlos (USC) piloted the first Senior High School (SHS) program in the region. By the time the first cohort of the Senior High School takers start to enroll in their chosen SHS track and strand, the USC BED has already produced graduates of the pilot special hybrid collaborative Technical Vocational Livelihood (TVL) program. 

The Basic Education Department of the University of San Carlos pioneered implementing the Senior High School program by offering the Hotel and Restaurant Services (SHS) and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the Academic Years 2012-2015. These classes initiated the senior high school program before its full implementation in June 2016. Mindful of the objective of employment generation as championed by the Philippine government, the collaboration between the University of San Carlos (USC), Basic Education Department (BED), and the Center for Industrial and Technical Enterprise (CITE) was established with the goal of providing immediate employment to the graduates under the pilot study. The collaboration was based on the expertise of the two institutions of learning, wherein the University of San Carlos Basic Education Department hosted the general education subjects. At the same time, the Center for Industrial and Technical Enterprise delivered the technically oriented topics. The inclusion of the students’ in-plant or the on-the-job training program paved the way to broadened industry exposure. 

This model draws its curriculum design from the Outcomes-Based Education (OBE) model framework that highlights competency-based training to produce graduates who can effectively demonstrate their factual knowledge and 21st-century skills in future workstations. In this model, students assume responsibility for learning as they are engaged in industry immersion through On the Job Training (OJT), which is geared towards the development of the necessary work skills. 

In order to prepare both the teachers and the students for SHS implementation, USC BED initiated several activities to ensure the proper execution of the program. The three core activities are: the SHS student portfolio used for student assessment as the basis in guiding them on which tracks to choose, the conduct of the SHS Students’ Summit, Parents’ Summit, and Teachers’ Summit to disseminate the SHS policies, curriculum and learning outcomes. 

2.1 The Hybrid Model of the Collaborative Senior High School TechVoc Program  

In 2011, the Department of Education made the historic shift in implementation from the 10-year basic education curriculum to the Kinder to 12 Program (K-12) phases. The additional two-year Senior High Track aims to prepare graduates for their chosen path with the requisite knowledge and skills – be it higher education, employment, or entrepreneurship. The extra two years of specialist upper secondary education allow students to choose a specialization based on their aptitude, interest, and capability. Compared to the academic track, the Technical-Vocational-Livelihood track is almost always the last choice in most surveys. Ultimately Grade 12 graduates make a choice after graduation: tertiary education, middle-level skills development, employment, or entrepreneurship. It is in this context that the Hybrid Senior High School TechVoc Program model is anchored. Its collaborative nature has allowed the sharing of expertise that can lead to the intended learning outcomes, thus making the graduates employable.  

The hybrid model of the Collaborative Senior High School (SHS) Technological Vocational Livelihood (TVL) Program pioneered the competency-based training of a private academic institution in Cebu City, Philippines, thus initiating the school-industry partnership. The nature of the collaboration highlights the critical contributions of both academia and industry. The collaboration was based on the expertise of the two learning institutions – the University of San Carlos Basic Education Department hosted the General Education subjects and the Center for Industrial and Technical Enterprise delivered technically oriented courses. The inclusion of in-plant or the on-the-job training program paved the way to broadened industry exposure. The school provided general education courses while the industry provided competency training. The curriculum centered on competency development vis-à-vis academic preparation for competent and skilful graduate employability. The collaborative nature of this program and the sharing of expertise and resources among stakeholders became the unique feature of this model, vital to the program’s feasibility and effectiveness.  

The SHS Collaborative program pioneered the hybrid model of the school-industry partnership. Moreover, the Senior High School (SHS) Students’ Summit and Parents’ Summit initiated by USC BED became a benchmark for other schools to emulate. As a result, USC BED shared the idea of organizing their summit with the resource speakers’ assistance (the writers of this article). These resource speakers were also invited to other schools to facilitate their own SHS summit. Collaboration (communication + collaboration) is at the heart of the SHS program as it enhances stakeholders’ awareness of embracing the challenges of educational reform. The program leads to improved quality education in the country through graduate employability. 

3. Methodology  

The study used the mixed method type of research design, with quantitative and qualitative research procedures to collect and analyze the pilot of the hybrid collaborative Senior High School program. Quantitative data was drawn from respondents’ profiles in terms of gender and Senior High School (SHS) track, the number of enrollees and graduates were analyzed using descriptive statistics. Qualitative data, was based on semi-structured personal interviews and a survey (questionnaire) supplemented by focus group discussion to elicit students’ feedback regarding their SHS TechVoc program. Data was collected from all 33 students enrolled from the two TechVoc Senior High School tracks. It examined the implementation of the pilot study of the Hotel and Restaurant Services and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the academic years 2012-2015. These were the pilot classes that initiated the Senior High School Program in the country before its full implementation in the academic calendar in June 2016.  

The research participants were two groups of the first Senior High batch on the TechVoc track, namely: the Electro Mechanic Course (EMC), handled by the Center for Industrial and Technical Enterprise (CITE), and the Hotel Restaurant and Services (HRS) by the Banilad Center for Professional Development (BCPD). These were the only two groups of the initial Senior High School enrollees on the Technological and Vocational track, as the majority of students are enrolled in the academic track. 

4. Results and Discussion   

There were two strands of the TechVoc track that were offered, namely: Electro Mechanic Course (EMC), handled by the Center for Industrial and Technical Enterprise (CITE), and the Hotel Restaurant and Services (HRS) by Banilad Center for Professional Development (BCPD). The former is an all-male school while the latter caters to female students.  

Table 1. TVL Strands and Enrollees   

Table 1 shows the number of students who enrolled in the two TVL programs. There were 15 electro-mechanic students who all graduated, except for one (who withdrew). All of the female students who enrolled in Hotel and Restaurant Services graduated after the TechVoc SHS program. The students who were enrolled in the Electro Mechanic Course (EMC) at the Center for Industrial and Technical Enterprise (CITE), and the Hotel Restaurant and Services (HRS) by the Banilad Center for Professional Development (BCPD) were able to graduate at the expected time.  duate at the expected time.  

Table 2.  Deployment after Graduation  

After the two-year pilot implementation of the tech-voc SHS program, all students enrolled in the program, except for one who withdrew. All of these students actually received their respective National Certificates (NC I and NC II) before graduation. As a result, 11 (73%) of the Electro Mechanic students were directly employed after SHS graduation and 16 (89%) from the Hotel Restaurant and Services. All those who graduated have developed technical skills through competency-based training and on-the-job training. After graduation, most of these students were immediately employed by the companies who had provided them with on-the-job training. The workplace-ready students were even offered jobs before they graduated, which implies that their in-plant experience had been crucial in developing competencies needed in the workplace. Their training proved relevant and helpful in securing offers of work after graduation. The program shows that competency-based training through the collaborative SHS model can help to bridge the gap between academic institutions and industry. This is proven in the students who were employed after the graduation. Arayata’s article (2017) cites from an ADB study from 2012 when she notes that “it takes about six months to one year for TVET graduates to land a job, compared to three years for high school graduates to get their first job, and one to two years for college graduates to penetrate the job market”. In this study, all the graduates of the tech-voc Senior High School program’s hybrid collaborative model were immediately employed, apart from those who proceeded to college. This proves that the hybrid collaborative TVL model has many positive benefits: competency building, work ethics, and graduates’ immediate employability (Arayata 2017).  

4.1 Effect of the hybrid model of the collaborative TVL program  

The hybrid collaborative Senior High School TVL program proved that the sharing of expertise among schools and the industry can create an encouraging effect as all the graduates are employed after graduation.  This is in biew of the fact that the comptenecy-based training and the blended curriculum and delivery of instruction provided the students the needed skills and competencies that make them highly employable.  The curriculum provided a combination of core subjects required for all SHS strands and sepcialized hands-on courses that meet the standard competency-based assessment of Technical Educational and Skills Development Authority (TESDA).  Students in this strand undergo and passed the TESDA assessemnt for National Certifications (NCs) that increased their employability after graduating in their Senior High School.  They can also pursue degree courses in college reated to their SHS track.

5. Conclusion  

The implementation of the collaborative Senior High School program between the University of San Carlos and the Center for Industrial and technological Enterprise has been effective in providing varied stakeholders with the evidence that competency-based training is what works best for both academic institutions and industry. The program’s objective is based on the employability of the students who are enrolled in the program. The collaborative Senior High School pilot study adheres to the aim of employment generation as championed by the Philippine government. The collaboration was forged between the University of San Carlos, Basic Education Department, and the Center for Industrial and Technical Enterprise with the aim of providing immediate employment to the graduates under the pilot study. The hybrid model of the collaborative TVL program proved to be effective in developing the competencies needed in the workplace, as the students enrolled in the program were subsequently hired by the companies where they had their on-the-job training. Collaboration (communication + collaboration) is at the heart of the SHS program as it enhances stakeholder awareness to embrace the challenges of educational reform. The program leads to improved quality of education in the country through the graduates’ employability. 

6. Recommendations  

In light of the study’s findings, the following recommendations are proposed to achieve a seamless implementation of this competency-based Senior High School program. 

• It is recommended that the Hybrid program of the Senior High School be explored by the Department of Education vis-à-vis other private and state-run universities. 
• It is suggested that the challenge of “buy-in” in the context of competency-based programs be granted more focus by the government to facilitate a well-balanced perspective of ongoing educational reform in the Philippines. 
• It is recommended that the mastery of essential competencies as one of the K-12 program’s core objectives be provided with a clear blueprint across all of the different levels of the educational system. 
• It is recommended that a bi-annual consultative meeting be arranged for students, teachers, administrators, parents, and industry partners to share best practices and create action plans for more relevant and productive school and industry partnerships. 
• For stakeholders, this hybrid collaborative Senior High Program can be redesigned, based on available expertise and resources, and callibrated to make it more useful, effective and relevant. 

References  

Alhasan, N.U & Abdallahi, T. (2013). Revitalizing technical vocational education and training (TVET) for youth empowerment and sustainable development. In: Journal of Educational and Social Research, 3(4). 

Angles, E. & Lindemann, H. J. (2019). The dual model of vocational training in Peru. In: TVET@Asia, issue 13, 1-16. Online: https://tvet-online.asia/wp-content/uploads/2020/03/Lindemann_et_al.pdf (retrieved 30.06.2019). 

Arayata, M. C. (2017). Tech-voc training a good investment: TESDA. In: Philippine News Agency. Online: https://www.pna.gov.ph/articles/1018449 (retrieved 30.06.2019).  

Caballero, F. R. & Cabahug, R. (2015). The K to 12 Senior High School Technical–Vocational Livelihood Track is Not All Ready for Implementation. In: JPAIR Institutional Research, 5(1). 

Che Rus, R., Yasin, R. M., & Rasul, M. R. (2014). From zero to hero: Becoming an employable knowledge worker (k-worker) in Malaysia. In: TVET@Asia, issue 3, 1-16. Online: https://tvet-online.asia/wp-content/uploads/2020/03/che-rus_etal_tvet3.pdf (retrieved 30.06.2014).  

Okwelle, P. & Deebom, T. M. (2017). Technical Vocational Education and Training as a Tool for Sustainable Empowerment of Youths in Niger Delta, Nigeria. In: International Journal of Innovative Social & Science Education Research, 5(1), 29-38. 

Okwelle, P. (2013). Appraisal of the Theoretical Models of Psychomotor Skills and Applications to Technical Vocational Education and Training (TVET) System in Nigeria. In: Journal of Research and Development, 1(6), 25-35. 

Ratnata, I. W. (2013). Enhancing the image and attractiveness of TVET. In: TVET@Asia, issue 1, 1-13. Online https://tvet-online.asia/wp-content/uploads/2020/03/ratnata_tvet1.pdf (retrieved 30.05.2013).  

Technical Education and Skills Development Authority (TESDA). (2010). The Philippine TVET Trainers -Assessors Qualification Framework. Manila: TESDA.  

Technical Education and Skills Development Authority (TESDA). (n.d. [a]). Manila: TESDA. Online: http://www.tesda.gov.ph/About/TESDA/11 (retrieved 10.03.2016).  

Technical Education and Skills Development Authority (TESDA). (n.d. [b]). Technical education and skills development. Manila: TESDA. Online: http://www.tesda.gov.ph/About/TESDA/10 (retrieved 10.03.2016).  

Technical Education and Skills Development Authority (TESDA). (n.d. [c]). Online: http://www.tesda.gov.ph/News/Details/1436 (retrieved 26.08.2012). 

UNESCO. (2015). Proposal for the revision of the 2001 Revised Recommendation concerning Technical and Vocational Education. In: General Conference, 38th, 2015. Paris: UNESCO.  

CITATION: 

Jaca, C. A. & Javines Jr., F. B. (2022). Hybrid Collaborative Model of Technical-Vocational-Livelihood (TVL) Track in Senior High School in the Philippines. In: TVET@Asia, issue 18, 1-12. Online: https://tvet-online.asia/issue/18/hybrid-collaborative-model-of-technical-vocational-livelihood-tvl-track-in-senior-high-school-in-the-philippines / (retrieved 31.07.2021).

University of San Carlos in Cebu City

Subscribe To Our Newsletter

Join our mailing list to receive the latest news and updates from our team.

You have Successfully Subscribed!

Specialized Subjects for TVL Track: Home Economics (HE) Strand

This Technical-Vocational-Livelihood (TVL) component consists of specializations equivalent to qualifications under garments, tourism, health, processed food and beverages, and social and other community development service sectors. Students with home economics specializations will be able to demonstrate the necessary skills, competencies, and values in taking care of oneself and one’s family, and in providing efficient services to others and to the community.

List of Specialized Subjects for TVL Track: Home Economics (HE) Strand

CONTINUE READING:

• List of DepEd Senior High School (SHS) Core Curriculum Subjects
• List of Applied Track Subjects Across the Four SHS Tracks
• List of DepEd Senior High School (SHS) Tracks and Strands
• List of Specialized Subjects in ABM Strand
• List of Specialized Subjects in STEM Strand
• List of Specialized Subjects in HUMSS Strand
• List of Specialized Subjects in General Academic Strand (GAS)
• List of Specialized Subjects in Sports Track
• List of Specialized Subjects in the Arts and Design Track
• Specialized Subjects for TVL: Agricultural and Fisheries Arts (AFA) Strand
• Specialized Subjects for TVL Track: Industrial Arts (IA) Strand
• Specialized Subjects for TVL Track: ICT Strand

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

4 thoughts on “Specialized Subjects for TVL Track: Home Economics (HE) Strand”

hi sir, pwde po mkahingi ng modules in FBS. thank you so much! God bless po

Hi sir. Magandang Araw! Pwede po makahingi ng modules Home Economics-Dressmaking/Tailoring Grade 11/12. Salamat po. Godbless

Leave a Comment Cancel reply

Can't find what you're looking for.

We are here to help - please use the search box below.

• Student Stories
• Faculty Stories
• Careers at CIIT
• 3D Animation Course
• Animation School
• College and University
• College Courses
• Computer Science
• Digital Arts School
• Engineering Course
• Entertainment Multimedia School
• Fine Arts School
• Game Development Course
• Game Development School
• Graphic Design
• K-12 Education

An In-Depth Guide About TVL Track and Strands for Future SHS Students

Wondering what track to take to achieve your dream course? If you have this in mind, you’re probably an incoming senior high school student. So, here’s a piece of advice: choose your track and strand wisely. Doing this will urge you to pursue college or to start your career shortly after graduation. Are you more of the latter? If yes, here’s the best tip for you: take the Technical-Vocational-Livelihood or TVL track.

So, what’s the TVL track?

The subjects under TVL track strictly follow TESDA’s rules, ensuring workplace-ready students. In fact, every TVL strand helps students acquire job-ready skills. The TVL track does not only guarantee skills but also ensures employment, backed by TESDA certifications: Certificate of Competency (COC) and National Certifications (NC). So, for students who want to get hired right away in the field of agriculture, electronics, or trading, TVL track is for you.

Choosing Among the Strands Under the TVL Track

Having a hard time choosing the best TVL strand for you? Don’t worry, you’re not alone. Many students find it hard to choose among the TVL strands since it will determine their future career or college program. So, take this moment seriously. Read on and learn what TVL track strand works best for you.

List of TVL track strands:

• Information and Communications Technology Strand
• Home Economics Strand

Agri-Fishery Arts Strand

Industrial arts strand.

Information and Communications Technology (ICT) Strand

The ICT strand is best for students who want to take computer science and its related degrees in college. In fact, this is perfect for tech-savvy students who are fond of using technological tools to foster their skills. This TVL strand will enhance your skills in technical drafting, animation, and programming languages. You will learn how to write computer programs and design websites, too.

Sure enough, the ICT strand will equip you with skills that are highly crucial in the tech field. Do you want to pursue this strand? Check out the list of ICT strand specializations below.

ICT strand specializations

• Animation (NC II)
• Broadband Installation (Fixed Wireless Systems) (NC II)
• Computer Systems Servicing (NC II)
• Computer Programming (.Net Technology) (NC III)
• Computer Programming (Java) (NC III)
• Computer Programming (Oracle Database) (NC III)
• Contact Center Services (NC II)
• Illustration (NC II)
• Medical Transcription (NC II)
• Technical Drafting (NC II)
• Telecom OSP and Subscriber Line Installation (NC II)

Want to take this? CIIT Philippines offers the ICT strand. Download the CIIT SHS application form and inquire now! If you will need help with your essays, just ask professionals regarding this: write my essay for me in 3 hours .

Home Economics (HE) Strand

While the ICT strand focuses on technology, the HE strand focuses on livelihood projects such as caregiving, cookery, bartending, baking, handicraft making, tourism, housekeeping, dressmaking, and such. This strand will greatly help students find jobs immediately. These are the HE strand specializations you will get.

HE strand specializations

• Attractions and Theme Parks Operations with Ecotourism (NC II)
• Barbering (NC II)
• Bartending (NC II
• Beauty/Nail Care (NC II)
• Bread and Pastry Production (NC II)
• Caregiving (NC II)
• Commercial Cooking (NC III)
• Cookery (NC II)
• Dressmaking (NC II)
• Events Management Services (NC III)
• Fashion Design (Apparel) (NC III)
• Food and Beverage Services (NC II)
• Front Office Services (NC II)
• Hairdressing (NC I, NC II, NC III)
• Handicraft (Non-NC)
• Housekeeping (NC II)
• Local Guiding Services (NC II)
• Tailoring (NC II)
• Promotion Services (NC II)
• Travel Services (NC II)
• Wellness Massage (NC II)

Lots of chances await you after you finish this strand. You can either put up a business or continue to college—the choice is yours.

Agri-Fishery strand offers subjects that are included in the field productions. These include agriculture, horticulture, and aquaculture. Others also include food processing and various material production. Here are the specializations of the Agri-Fishery strand.

Agri-Fishery strand specializations

• Agricultural Crops Production (NC I, NC II, NC III)
• Animal Health Care Management (NC III)
• Animal Production (NC II)
• Aquaculture (NC II)
• Artificial Insemination (NC II)
• Fish Capture (NC II)
• Fishing Gear Repair and Maintenance (NC III)
• Fish-Products Packaging (NC II)
• Fish Wharf Operation (NC I)
• Horticulture (NC III)
• Landscape Installation and Maintenance (NC II)
• Organic Agriculture (NC II)
• Pest Management (NC II)
• Rice Machinery Operations (NC II)
• Rubber Processing and Production (NC II)
• Slaughtering Operations (NC II)

This strand will help you learn the needed skills when putting up a business. There are also courses related to this strand that you can take such as agriculture, fisheries, forestry, etc. Read on to know more about the last strand under the TVL track.

The Industrial Arts strand helps students develop their technical skills. These skills are useful for industry jobs, including carpentry, automotive services, electronics, plumbing, welding, and many more. In fact, this strand aims to produce field experts skilled in various technical facets. Furthermore, here are the best specializations of under Industrial Arts strand.

Industrial Arts strand specializations

• Automotive Servicing (NC I, NC II)
• Carpentry (NC II, NCIII)
• Construction Painting (NC II)
• Driving (NC II)
• Electric Power Distribution Line Construction (NC II)
• Electrical Installation and Maintenance (NC II)
• Furniture Making (Finishing) (NC II)
• Instrumentation and Control Servicing (NC II)
• Electronic Products Assembly and Servicing (NC II)
• Machining (NC I, NC II, NC III)
• Masonry (NC II)
• Mechatronics Servicing (NC II)
• Motorcycle/Small Engine Servicing (NC II)
• Plumbing (NC I, NC II)
• Shielded Metal Arc Welding (NC I, NC II)
• Tile Setting (NC II)
• Transmission Line Installation and Maintenance (NC II)

Start Your SHS Journey with CIIT Philippines!

So, what are you waiting for? Go for your dream and take this track! TVL is just one of the k to 12 tracks and strands you need to know. Did you know that you can also lessen your school fees with the SHS voucher program ? Use your voucher on any of the CIIT senior high school programs . Contact us for more details—we are willing to help!

Related Articles: College Degree Courses You Can Consider as a K-12 Graduate List of In-Demand Senior High School Jobs This 2019

[email protected] (+632) 8441-1816 / 84410737 (+63) 9770210396

CIIT College of Arts and Technology

94 Kamuning Road Interweave Building, Brgy. Kamuning, Quezon City 1103

CIIT Senior High School

News & Updates

College Document Request

College Student Dashboard

SHS Student Dashboard

Senior High School Admissions

Announcements

Join our Open House!

Experience CIIT’s vibrant community of creators and innovators! 

Discover new ideas, unleash your potential, and build lasting connections that will pave the way for your future in arts, technology, and business.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Thesis Topic: Factors that affect the academic performance of the selected Grade 11 TVL Students in Notre Dame of Trece Martires

Related Papers

angelo ordonio castillo

Rannie Taborada

Myrniel Macha

This study aims to determine the level of performance of the Grade 12 senior high school students in the spiral progression approach of the K to 12 Science Curriculum. This utilized the quantitative – qualitative descriptive research, in which questionnaires and focused group discussion were used to gather the needed data. This was conducted in Ramon T. Diaz National High School, Gandara, Samar. The data were processed, analyzed and interpreted using the following statistical tools: frequency count, percentage, means, weighted mean, Pearson r, standard deviation and z-test. The study shows that the senior high school students has “high” level of scientific understanding as to the content of their physical science subject and among five science process skills acquired by the students; observation skills has “very high” level of science process skills while experimentation, measurement, communication and inference has “high level” of science process skills. Further, it was also found out that there is no significant difference between the level of scientific understanding of male and female as evidenced by the z-critical value of < 1.96 and only measurement skill was found to have a significant difference as to the gender of the students while other science process skills were found to have no significant difference. The study also found out that student has difficulty in the transition of topics as they move to a higher grade level since some of the topics are not being covered in their lower grades because of the limited time allocated for each topic. Keywords: Spiral progression approach, scientific understanding, science process skills, experiences on spiral progression approach, performance of senior high school students

Janis Whitlock

Leslie Tanchico

Carlmalone Mabiog

A well thought out and conducted qualitative study provides a rich source of knowledge that can be used to provide new information about a phenomenon. This research paper entitled Seating Arrangement Towards Effective Learning focuses on how using seating arrangement helps students to be effective learner. The researchers used purposive sampling. Participants of this study were selected or sought based on preselected criteria based on the research question. The researchers of this study chose ICT Grade 11 Computer System Servicing students who experience seating arrangement to be the participants of the said study. The researchers came with the face to face interview with the participants for better collection of data. Collected data are analyzed and interpret. One of the results of this study is that the common seating arrangement used by the teacher is the U-shaped also known as horseshoe seating arrangement. U-shaped seating arrangement allowed teacher’s lesson to be more engaging for students. Wengal (1992) indicated that this seating arrangement promoted participation and appropriate behavior. This kind of seating arrangement. It gives students a sense of freedom and encourages participation. This study only implies that seating arrangement has effects to students. The answers of the participants in the interview will the strong evidences that for students, using seating arrangement helps in effective learning

Airish Anne Lobarbio

This report presents findings from a study of youth perceptions of life in their school and community. It was intended to better understand what elements of school and community life youth felt fostered and thwarted a sense of belonging, care, trust, and respect. It was also intended to better understand how and why perceptions of “connectedness” tend to decline by age. Three hundred and eighteen youth in eighth, tenth, and twelfth grades were surveyed and interviewed for this study in early October of 2001. They were asked to think and talk about how they perceived their school and community environments. Overall, the results suggest that when youth feel that they and other youth are developmentally supported in schools and communities, they are likely to report feeling connected to each setting. Although the study was conducted in one upstate New York community, the findings reflect a portrait of youth familiar to many who work with young people on a day-to-day basis.

Shan Macuana

rustom figueroa

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

pilar limin

Franchesca Santiago , Mathew Jeron Milagroso

Jessa Cartel

Francis Jesoro

Jovanni De Guia

Jovan De Guia

Marie Alcock

Jocabed G Marquez , Katherine Lewis

Ricky Layderos

J87T Pestano

Jimrose P . Dionaldo

David Balwanz

bim cabrera

Kristel Ann Hermosa

International Journal of Critical Pedagogy

Michelle L Page

leserio ligtas

Pauline Casile Bordon

ma. katrina sandra magcamit

Communication Education

Robin Surland

Kristine Massey

International Academic Forum

Adrián Arroyo Pérez

Rubén Gaztambide-Fernández

Marianne Modica

Marvin Eduarte

IOER International Multidisciplinary Research Journal (IIMRJ)

IOER International Multidisciplinary Research Journal ( IIMRJ) , Mc Arthur Maravilla

Firouzeh Logan

J.R. Entsminger II

Lorraine Higgins , Linda Flower

Nicole Enriquez

Dennis Paralejas

Oliver N A P I L A Gomez

Nichole H Stewart

Joanne Larson

jerald moneva

Athena Villanueva

Layla khalaf , Lubnatahtamuni Tahtamuni , rasha wahieb , Noha Elassy , Heba EL-Deghaidy

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• About the Hub
• Announcements
• Faculty Experts Guide
• Subscribe to the newsletter

Explore by Topic

• Arts+Culture
• Politics+Society
• Science+Technology
• Student Life
• University News
• Voices+Opinion
• About Hub at Work
• Gazette Archive
• Benefits+Perks
• Health+Well-Being
• Current Issue
• About the Magazine
• Past Issues
• Support Johns Hopkins Magazine
• Subscribe to the Magazine

You are using an outdated browser. Please upgrade your browser to improve your experience.

Credit: Johns Hopkins University

Study inspired by curious 15-year-old could advance search for novel antibiotics

New bacteria found in raw honey could benefit the fight against legionnaires' disease and antibiotic resistance, according to new johns hopkins medicine research.

By Alexandria Carolan

Equipped with a suitcase full of honey, high school sophomore Carson Shin contacted university after university, hoping to work with expert biochemists to investigate the sticky substance's antimicrobial properties.

The only problem? Scientists seemed wary of collaborating with a 15-year-old.

Image caption: Carson Shin

Shin couldn't have predicted that, five years later, he would co-author a Johns Hopkins Medicine report showing that dormant and previously undescribed bacteria found in raw honey produce antibiotics that can kill the bacterial pathogen Legionella . The pathogen can be found in potable water and causes Legionnaires' disease, a life-threatening pneumonia that kills one in 10 people infected with it.

The published report not only offers a first step in the development of new antibiotics for Legionella , but has the potential to aid in the fight against antibiotic resistance, says senior author Tamara O'Connor , assistant professor of biological chemistry at Johns Hopkins University School of Medicine.

Shin reached out to O'Connor in the spring of 2019, beginning a summer internship with the professor that he hoped would uncover a novel antimicrobial property of honey.

"Carson showed tremendous initiative and was very inquisitive," O'Connor says. "It's exciting to have any student join the lab who demonstrates this level of intellectual engagement in science."

Initially, Shin and O'Connor exposed Legionella to raw, unpasteurized honey, to test whether the natural substance could kill the bacteria. Surprisingly, honey had little effect on Legionella . However, in the course of these experiments, they identified several different bacteria in the honey that, in response to Legionella , produced and secreted antibiotics that were lethal to the pathogen.

"We found the right conditions for the honey bacteria to thrive, allowing us to tap into a resource we didn't know was there," Shin says.

In nature, O'Connor says, "bacteria figure out ways to outcompete one another, which often involves releasing toxic molecules that kill their competitors." The honey bacteria Shin and O'Connor isolated "recognize Legionella as competition and launch a deadly response."

The honey bacteria were identified as members of the Bacillus and Lysinibacillus genera of bacteria. This is not surprising, O'Connor says, because bacilli produce spores that are protected from the antimicrobial properties of honey. These bacteria are commonly found in raw honey, explaining why it is recommended to eat only pasteurized honey, she says.

Upon sequencing the genomes of two of the bacterial isolates, strain AHB2 and strain AHB11 , the researchers identified them as members of the species Bacillus safensis . Previously, the ability for this group of bacteria to produce antibacterial molecules was not well-documented.

Further experiments revealed how specific the response of honey bacteria to Legionella was.

"Remarkably, the bacteria in honey only produce these antibacterial molecules in response to Legionella species, as none of the other bacterial pathogens we exposed them to elicited this response," O'Connor says.

Image caption: Tamara O'Connor

While other pathogens did not cause honey bacteria to produce these antibiotics, many were susceptible to them, O'Connor says. These results suggest antibacterial molecules produced by honey could target other harmful pathogens and could be used as broad-spectrum antibiotics. While these preliminary findings offer the identification of new antibacterial molecules, more research is needed to determine their potential for developing viable therapeutics, O'Connor says.

Antimicrobial resistance is one of the largest threats to global public health, contributing to nearly 5 million deaths in 2019, according to the World Health Organization—creating a dire need for the development of new antibiotics to treat bacterial infections.

Similar studies of the biowarfare between microorganisms have led scientists to identify many antimicrobial molecules, says O'Connor. The vast majority of antibiotics prescribed by physicians originate from natural products, she says.

"The ability to tap into these resources by identifying new bacteria and the conditions that cause them to produce antibacterial molecules is critical in the fight against antibiotic resistance," she says.

Young scientists like Shin are crucial to combat antibiotic resistance, O'Connor says.

"Carson exemplifies how the curiosity of an aspiring young scientist can lead to exciting new discoveries," she says.

Shin, who is beginning his senior year of college this fall at the University of Pennsylvania, said his experience at Johns Hopkins influenced his decision to study anthropology. Before reaching out to O'Connor, Shin had looked into raw honey's historic and ancient role in traditional medicines of the Egyptians, Greeks, and Islamic countries over thousands of years.

"Our research stems from studying culture. You can learn valuable information about medicine from cultures across the world and across time," Shin says.

The research was supported independently by the Department of Biological Chemistry and the Johns Hopkins University School of Medicine .

Posted in Health

Tagged antibiotics , department of biological chemistry , bacteria

You might also like

News network.

• Johns Hopkins Magazine
• Get Email Updates
• Submit an Announcement
• Submit an Event
• Privacy Statement
• Accessibility

Discover JHU

• About the University
• Schools & Divisions
• Academic Programs
• Plan a Visit
• my.JohnsHopkins.edu
• © 2024 Johns Hopkins University . All rights reserved.
• University Communications
• 3910 Keswick Rd., Suite N2600, Baltimore, MD
• X Facebook LinkedIn YouTube Instagram