Competence and Engagement of Technical-Vocational-Livelihood Home Economics Students in their Work Immersion
Keywords:
Work immersion, Technical-Vocational-Livelihood (TVL), home economics, public schools, Negros Occidental, PhilippinesAbstract
Abstract:
The Work Immersion Program provides a means for Technical-Vocational and Livelihood Track students to strengthen the competencies taught in the classroom and close the knowledge gap between theory and practice. Anchored on Harter's Competence Motivation Theory and Greg Kearsley & Schneiderman's Engagement theory, this quantitative research utilizes the descriptive research design is intended to determine the levels of competence and engagement of technical-vocational-livelihood home economics students in their work immersion in the new normal in one of the public secondary schools in a medium-sized division in Central Philippines during the School Year 2021-2022. Data for this descriptive study was collected from forty-four (44) Technical-Vocational-Livelihood (TVL) home economics students using a researcher-made survey questionnaire that has passed the rigorist tests of validity and reliability. The ensuing analysis showed a high level of competence and engagement in the areas of Pre-Immersion, During-Immersion, and Post-Immersion. Further analysis showed a significant difference in the competence and engagement of students in terms of average family monthly income and distance from home to school. The findings of this study call for immediate attention and a deeper understanding of the students' situations, their needs, aspirations, strengths, and weaknesses to provide appropriate and relevant supervision.
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