CHAPTER II

Review of Related Literature

According to Matabang and Quimson (2019), in order to be relevant to the issues

of the twenty-first century, the Education department has converted to a K-12

curriculum. This is consistent with the Basic Education Sector Reform Agenda

(BESRA), which includes policies to improve key regulatory, organizational, structural,

economic, cultural, physiological, and analytic conditions affecting basic education

provision, access, and delivery in all primary and secondary schools. These policy

amendments anticipate key improvements that will speed, widen, deepen, and maintain

the Department's initiatives to achieve desired performance in Achievement Test Test

Results and other equalization examinations. Immersion learning is a sort of experiential

learning that entails substantial instruction and involvement in a wide range of social

issues. Students will be able to learn in surroundings that are unfamiliar to them. In

preparation, a well-planned immersion has the potential to positively influence student

attitudes. It has a higher impact on students, particularly those who are struggling to

maintain behavioral gains. They can carry this positive attitude into their future work. It

is worth emphasizing that, despite the Department of Education's extensive efforts to

set legislation and standards that will ensure students' benefits, there is a need to

analyze if work immersion has achieved its goal of educating students' transition from

the old to real life. One alternate method is to assess the students' effectiveness in their

job experience. As a result, the conduct of this study is critical in measuring the

immersion performance of Bani, Pangasinan Grade 12 TVL students. It also assessed

immersion performance.

Reference:

Matabang, H., Quimson, L., (2019). Work Immersion Performance of Grade 12

TVL Students in the District of Bani, Pangasinan. Retrieved June 12, 2022 from

https://psurj.org/psurj/online/index.php/mrj/article/view/127/91

Related Studies

Yildirim (2007) suggested that schools need to provide appropriate access to

technology. Furthermore, schools and related institutional systems need to employ new

policies to involve teachers in the decision-making and planning processes regarding

ICT in their classrooms. Lim (2007) conducted a qualitative study examining effective

and ineffective ICT integration in schools in order to provide tangible solutions. The

results showed that the availability of ICT tools, the establishment of disciplinary and

educational principles and procedures, as well as the division of labor among teachers,

teaching assistants and students are crucial elements to establishing a well-managed

ICT-integrated class. By emphasizing these elements, a learning process that is more

likely to engage students in higher-order thinking can be facilitated. Ertmer and

Otternbreit-Leftwich (2010) reviewed the existing literature on the necessary elements

to enable pre-service and in-service teachers to apply ICT as a meaningful pedagogical

tool. They recommended that schools provide teachers with solid evidence supporting
the positive impact of technology-based and student-centered instruction on student

learning and achievement on standardized tests. For instance, schools can provide

opportunities for preservice teachers to observe a variety of examples and models,

which they can then apply with real learners. Schools need to help pre-service teachers

understand difficulties they may face when they begin to use ICT in their classrooms,

and present effective strategies for addressing them. In sum, school leaders should

ensure that teachers understand that the ultimate objective of technology integration is

to advance the teaching and learning process, not replace it. Developing a pedagogical

model requires a strong link between theory and application in order to help teachers

overcome the obstacles faced in technology integration (Keengwe and Onchwari 2009).

Thus, Staples, Pugach and Himes (2005) stated that good planning for technology

integration requires a special understanding of specific hardware and software related

to the curriculum. Staff development and teacher training are also indispensable to

supporting the curriculum with technology integration.

Palak and Walls (2009) conducted a mixed study to investigate whether teachers who

frequently integrate technology and work at technology-rich schools shift their beliefs

and practices toward a student-centered paradigm. The results showed that their

practices did not change; neither student-centered nor teacher-centered beliefs are

powerful predictors of practices. However, teachers’ attitudes toward technology

significantly predict teacher and student technology use, as well as the use of a variety

of instructional strategies (p < 0.05). Sang et al. (2010) focused on the impact of

Chinese student teachers’ gender, constructivist teaching beliefs, teaching self-efficacy,

computer self-efficacy, and computer attitudes on their prospective ICT use. The
findings confirmed the results of the study by Palak and Walls (2009) that the strongest

predictor of future ICT use were teachers’ attitudes toward it. In addition to the influence

of teacher attitudes, Sang et al. (2010) further indicated that preservice teachers with

highly constructivist teaching beliefs have stronger intentions to integrate technology

into their future teaching practices. Furthermore, more confident pre-service teachers

were more capable of and interested in using computers in real classrooms. Thus,

although teachers’ attitudes towards ICT use were found to be the strongest predictor of

technologyintegration, the impact of their beliefs and confidence in using ICT should not

be disregarded either. Internal variables can partially explain the success of technology

integration in the classroom. However, the influence of these variables may change

after participation in technology preparation courses or programs. Abbott and Faris

(2000) examined pre-service teachers’ attitudes toward the use of computers before

and after a semester-long technology literacy course. The results showed that positive

attitudes toward computers increased after the course because of the instructional

approaches, meaningful assignments requiring technology, and supportive faculty.

Thus, the authors claimed that teacher education programs should teach preservice

teachers not only how to use hardware and software, but also how to incorporate

computers into their teaching strategies and activities. The authors also noted that small

groups and collaborative learning are the most appropriate when introducing new

hardware and software because more advanced and experienced teachers can assist

those who need more technology learning support. Another similar study was

conducted by Doering, Hughes and Huffman (2003), who analyzed pre-service

teachers’ perspectives regarding ICT in their future classrooms before and after
participation in a teacher preparation program. Prior to taking the preparation courses,

teachers were doubtful about the utility of ICT in the classroom, implying that they would

closely examine and consider technology integration, rather than blindly incorporate it

into their teaching practices. After completing the courses, their doubt had transformed

into more positive sentiments. The teachers had a better understanding about ICT use

in the classroom. Although the teachers confronted other issues such as technology

availability, accessibility, professional support, and classroom management, their

perceptions about technology’s role had changed. They were more likely to believe that

technology can assist in learning and to recognize its importance. Serhan (2009) and

Chai, Koh and Tsai (2010) also investigated pre-service teachers’ beliefs about the use

of computer technology and the effectiveness of ICT courses. The results of both

studies indicate that after participating in courses, pre-service teachers recognized the

importance of technology integration into their curricula and believed that ICT use would

enhance student learning. They felt that such courses prepared them to apply ICT in the

future, and their abilities to select, evaluate, and use a variety of technological

resources improved. More specifically, Chai, Koh and Tsai (2010) found that ICT

courses with direct instruction on the use of technological tools through the technology

enhanced lesson (TEL) approach helped teachers learn how to use technologies as

supporting tools in order to enhance their teaching and student learning. Consequently,

the pre-service teachers viewed the preparation course favorably. It is worth exploring

how the ICT preparation courses or programs change teachers’ intentions and actions.

Choy, Wong and Gao (2009) conducted a mixed study to examine the intentions of pre-

service teachers before and after a technology preparation course. Their intentions
were then compared with their actions related to technology integration during their

teaching. Confirming previous results from Doering, Hughes and Huffman (2003), the

findings showed that their intentions became significantly more positive (p < .05) as a

result of increased pedagogical knowledge. Nevertheless, these teachers were not able

to translate the positive intentions into actual teaching, largely due to unfamiliar school

environments. Based on these results, Choy, Wong and Gao (2009) concluded that

teacher education programs need to increase awareness of the benefits of integrating

technology into student-centered learning approaches, and provide pedagogical

knowledge related to student-centered learning as well as technology integration

strategies. Beyond the impact of preparation courses on teacher perceptions and

attitudes, Vannatta and Beyerbach (2000) reported increased proficiency in technology

applications and instructionalmethods. They found a significant increase (p < 0.01) in

technology integration for both preservice and in-service teachers after participation in a

preparation course. After the course, teachers were able to incorporate a constructivist

view of technology integration into their instruction in order to engage students in

meaningful learning. Qualitatively, the pre-service teachers reported great benefits from

the use of technology in the classroom after the course. The study concluded that

simply teaching basic ICT skills is inadequate if teachers are to constructively integrate

technology constructively into their instruction. More emphasis should be placed on

advanced skills in teacher education programs in order to provide teachers with

authentic opportunities to experience and develop lessons that integrate technology in a

meaningful context. The findings also encourage collaborative learning in technology-

related studies.
Relationship of the previous studies to the present studies

Information Communication and Technology or ICT strand is one of the strands offered

in the Technical-Vocational-Livelihood (TVL) Track in senior high school. It is designed

to provide you with the technical skills and knowledge in using tools and equipment that

allows people to interact in the digital world.

Under this strand, you will learn relevant skills and knowledge in various disciplines

such as illustration, web designing and computer programming. ICT can also help you

hone additional skills that you can use for employment especially if you are eyeing a

career in the creative industry like animation, technical drafting or java programming.

Aside from these, some of the other areas that you will learn in ICT include telecom

installation and medical transcription.

The best thing about this strand is that you can earn a National Certificate on each

subject, provided that you pass the assessments from TESDA. National Certificates can

help boost your chances for employment in the future.

Why the ICT Strand of the TVL Track is a good option for Students?(Previous Study to

Present Study)

Since the implementation of the Enhanced Basic Education Curriculum in 2013, Filipino

students have enjoyed a more comprehensive secondary educational program. It not

only aims to cover the gaps left behind by the previous system, but also seeks to

provide students with technical and vocational skills that can help them earn a livelihood

even without a college degree.

are looking to enter the workforce as soon as possible. One of the most useful strands

within this track is the Information and Communication Technology, or ICT, strand. This

strand prioritizes building expertise in information and communication technology,

allowing students an opportunity to pursue higher degrees in computer science,

Information System, Information Technology and other technology service-oriented

fields of study in a tertiary institution.

But is the TVL track with ICT strand really that beneficial? The short answer is: yes.

Here's why.

Technical Expertise

The main concept behind the ICT strand is to provide senior high school students with a

curriculum that is geared towards creating a foundation for information and

communication technology expertise. Although most high schools in the Philippines

offer computer classes, these classes are often designed to provide students with only

the most basic computer skills and concepts.

With the ICT, students can delve further into the inner workings of information and

communication technology, how it works, how to code, and how the relationship

between information technology and the public is intertwined in the 21st century.

Beyond providing basic computer and digital literacy, the ICT strand of the TVL track

aims to help students find technical work straight out of senior high school. While a

college or university degree is ideal, the reality is that tertiary education is expensive in

the Philippines. However, with the TVL track and the ICT strand, hundreds of thousands
of students can be trained in a technical field and be able to find gainful employment as

soon as they graduate.

Vocational Experience

The TVL track and the ICT strand has a curriculum that is centered on providing both

theoretical knowledge and practical experience. Combined, these will provide students

with an extremely useful vocational education along with their high school degree. This

strand can help students who are looking for employment straight out of high school.

This is because the ICT strand has provided them with the knowledge they need to start

working without having to finish 4 more years of tertiary education.

However, should students wish to pursue a college degree in the information and

communication technology field, ICT strand alumni will find that many of their college

classes will already be credited in the SHS program, further lowering their out-of-pocket

costs and making a college degree a more tangible reality for students of the TVL track.

Livelihood Potential

As the name suggests, the Technical-Vocational-Livelihood track is a curriculum that is

designed specifically for students who want to have the option of seeking employment

right after high school. For students in the TVL track with an ICT strand, this means

being taught skills that will be useful to them as information and communication

technology experts.
Although the employment potential for graduates of this strand is vast and varied, the

livelihood prospects are just as gainful. ICT strand graduates will be leaving senior high

school with an advanced understanding of digital technology, both the software that

runs our digital world to the hardware that makes it all possible. However, they'll also be

taught entrepreneurial concepts that utilize information and communication technology,

which means that students will have the know-how and expert capabilities to start their

own tech service-based business.

This is perfect for students who may be living in far-flung provinces where major tech

companies do not operate in. By providing a much-needed tech service for their

communities, ICT strand alumni will be building up an impressive and practical

knowledge-base that will be sought after by major companies both locally and abroad,

all while earning a livable income. All of this without the need for a college degree.

The Technical-Vocational-Livelihood track with the Information and Communication

Technology strand provides hundreds of thousands of highly skilled Filipino students

with the opportunity to build up their talents in digital tech without having to worry about

saving for college. It's an academic track that's perfect for students who require gainful

employment after senior high school, and it's a good steppingstone for them to find

financial success both here in the Philippines and anywhere else in the world.

Reference :

https://www.edukasyon.ph/blog/k-12-tvl-track-series-information-and-communication-

technology-strand