2. “PERCEPTIONS OF STUDENTS TOWARDS BTVTED PROGRAM OF CEGUERA
TECHNOLOGICAL COLLEGES, IRIGA CITY”
The
Proponents
CEGUERA TECHNOLOGICAL COLLEGES
Francia, Iriga City
COLLEGE OF TECHNICAL EDUACATION
NORMAN
ALJON O.
ALAMO
BTLED-ICT
ERIC JAMES M.
CATANGUI
BTVTED-FSM
JOSEPH L.
DIGAY
BTVTED-FSM
MARK JEPOY Z.
ORONAN
BTVTED-FSM
JOSSEL A.
SOLIS
BTVTED-FSM
3. Introduction
It delves into the depths of our unique perception, navigating
through the lens of personal experiences, challenges met, and insights
gained during this educational voyage.
In other words the Bachelor in Technical-Vocational Teacher
Education (BTVTED) program is a four-year teacher education program
designed to equip future teachers with adequate and relevant
competencies in the area of technical and vocational teacher
education. It also aims to develop highly competent and motivated
teachers in Technology and Livelihood Education in their area of
specialization.
The BTTE program was shifted to BTVTED or the Bachelor of
Technical Vocational Teacher Education under CMO No. 79 series of
2017 (CHED, 2017).
4. OBJECTIVE OF THE STUDY
To examine the students think about the BTVTED program at Ceguera
Technological Colleges in Iriga City.
To figure out if students like the program based on how easy they think it is to use
and how useful it seems to them.
To examine if the students' friends, teachers, and the people around them affect
what they think about the program.
to examine if the students' expectations about doing well and how much they
value the program for their studies and future careers impact their opinions.
To understand how the culture and history of Ceguera Technological Colleges might
shape what students think.
To examine of how the students go from just knowing about the program to really
liking and adopting it.
To examine the whole story behind how students perceive and adopt this
technology in their learning journey at Ceguera Technological Colleges in Iriga City.
5. “Understanding Student Views: The BTVTED Program at Ceguera
Technological Colleges”
Perceptions of Students Towards BTVTED Program of Ceguera Technological
Colleges, Iriga City
Perception
Theory
Full aware
BTVTED
Students
Inquisitive
Theory
Researcher's
Theory
Self
determination
on Theory
6. Conceptual Framework
Input: the variables which are considered in the study are the perspectives
of respondents regarding their Perception of students towards BTVTED
program of Ceguera Technological Colleges, Iirga City.
Profile: this study aims to investigate the expectations and perceptions of
students towards BTVTED program of all BTVTED student at Ceguera
Technological Colleges.
Process: includes the gathering of the data, presentation, interpretation and
analysis of the data gathered.
Output: this study will propose recommendation, action plan, and
reinforcement of Perception of students towards BTVTED program of
Ceguera Technological Colleges as well as draw the attention of the students
of BTVTED to motivate them pursuing their course.
Feedback: it determines whether or not the output is beneficial.
Additionally, it will provide crucial data that can be applied to advancement
of the study. This will direct the researchers to make an output.
7. Conceptual Paradigm
FEEDBACK
INPUT OUTPUT
PROCESS
1. Profile of the
respondents in
terms of:
a. Age
b. Gender
c. Year level
2. Perception of the
students in terms of:
a. Program
outcome
b. Competencies
c. Career path
1. Data collected
thru questioner.
2. Presentation,
Interpretation and
Implication
PERCEPTIONS OF
STUDENTS
TOWARDS
BTVTED
PROGRAM OF
CEGUERA
TECHNOLOGICAL
COLLEGES, IRIGA
CITY
3. Based on findings.
What plan of action
can be proposed.
8. RESEARCH METHODOLOGY
Research Design This study use a descriptive research design. It is
an important choice since the goal is to determine the perceptions of
the BTVTED students at CTC.
In the data gathering procedure, the researchers make use of
questionnaires to answer the questions that are given to the
respondents in order to elicit authentic data information among the
respondents of the study.
Quantitative research design focus on gathering numerical data,
and generalization it across groups of people or to explain a particular
phenomenon. It will be developed to ensure the results are valid and
reliable.
9. Respondents
The respondents of our study are those students from 1st year to 3rd
year, school year 2023-2024 BTVTED Program of Ceguera Technological
Colleges, Iriga City.
Research Instrument
The instrument of this study used a researcher-made survey
questionnaire with two parts. Part I identified the demographic profile
of the respondents in terms of sex and major ship. Part II Introduce
your overall perception of the BTVTED program.
The scale used to measure the responses of the respondents was
4 for strongly satisfied, 3 agree, 2 for disagree, and 1 for strongly
disagree.
10. Questionnaire:
The researchers provided a letter of permission to the program
head of the CTE department to allow the researchers to gather data
from all BTVTED students at CTC. The questionnaire is divided into two
parts. Part 1 is the profile of the respondents while part II is all about
Students’ Academic Perception of BTVTED program in terms of,
Program Outcome and Competencies.
Preparation of Questionnaire :
This was done after reading and studying sample questionnaires
from different studies relating to the present study, guiding the
researchers in outlining questionnaires.
11. Validation of Questionnaire After upon checking of the study by the
Research Teacher considering the suggestion and recommendation. In
addition to validate the questionnaire, the researchers consult the
adviser and the panelists to check its content.
Distribution and Retrieval of Questionnaire After the finalization
of the questionnaire, the researchers sought permission from the
advisor to distribute the questionnaire to all BTVTED students. Upon
approval, the researchers distribute the questionnaires to the
respondents by means of conducting a survey in person, utilizing direct
communication and personal interaction, in order to collect data and
gather information
12. Statistical Tools
Linked Scales After collecting the questionnaires, the data were
encoded, tabulated, and analyzed. The data were presented in tables to
obtain the frequency and percentage distribution intended for the
demographic profile of the respondents.
The weighted mean was used to measure the level of
preparedness using the scale of 4 with a range of 3.25-4.00 for always,
3 with the range of 2.50 - 3.24 for often, 2 with the range of 1.75 –
2.49 for sometimes, and 1 with the range of 1.00 - 1.74 for rarely.
13. SCALE RANGE VERBAL INTERPRETATION
4 4.50-5.00 STRONG AGREE
3 3.50-3.49 AGREE
2 2.50-3.49 DISAGREE
1 1.50-2.49 STRONGLY DISAGREE
The Welch t-Test will be applied to test the hypotheses of the
study since the total numbers of the sample were not equal.
14. COMPUTATION OF PERCENTAGE
Formula:
P = R/N * 100
Where:
P = percentage of the respondent
F = Frequency of the respondents answered the question
N = total number of respondents
15. Formula:
Over all Weighted mean M = (WM1 + WM2 + WM3 + WM4 + WM5)/N
Where: WM1, WM1, WM1….WM1 = Weighted Mean
N = number of questions
16. RESULTS
The thesis highlights distinct patterns within the study population.
The majority of respondents, a significant 89% of the BTVTED
students of Ceguera Technological Colleges fall within the 19-26 age range,
suggesting that the research is particularly relevant to and resonates with
young adults.
On the other hand, individuals aged 18 and below constitute a smaller
demographic at 7%, potentially indicating a focused inclusion of a specific
age group.
Participants in the 27-36 age bracket make up a modest 3%, while the
absence of respondents aged 37-46 may be indicative of limited interest or a
smaller sample within this age range.
The study also includes individuals aged 47 and above, representing a minor
but present 1% of the overall respondents.
17. A. Age
18 and below = (5/75 x 100 = 3%
19-26 years old = ( 62/75 x 100 = 89%
27-36 years old = ( 2/72 x 100 = 3%
37-46 years old = ( 0/75 x 100 = 0%
47 and above = ( 1/75 x 100 = 1%
B. Gender
Male = 50/75 x 75 = 50%
Female = 23/75 x 75 = 23%
C. Year Level
1 ST YEAR = 22/75 X 75 = 22%
2 ND YEAR = 28/75 X 75 = 28%
3 RD YEAR = 23/75 X 75 = 23%
19. Table 1
Profile of Respondents in terms of Age
Age Frequency Percentage
18 and below 5 7%
19-26 65 89%
27-36 2 3%
37-46 0 0%
47 and above 1 1%
TOTAL 73 100%
20. Table 2
Profile of Respondents in terms of Gender
GENDER FREQUENCY PERCENTAGE
MALE 23 32%
FEMALE 50 68%
TOTAL 73 100%
21. Table 3
Profile of Respondents in terms of Year Level
YEAR LEVEL FREQUENCY PERCENTAGE
1 st Year 22 30%
2 nd Year 28 38%
3 rd Year 23 32%
TOTAL 73 100%
22. Table 4
Perception of Students towards BTVTED program of Ceguera Technological Colleges, Iriga City in term
of Program Outcome
INDICATORS WM INTERPRETATION RANK
1. Effectively communicate orally and in writing using both English and Filipino 2.91 DISAGREE 6
2. Work effectively and Independently in multi-disciplinary and multi-cultural teams. 2.97 DISAGREE 3.5
3. Demonstrate mastery of subject matter/discipline. 2.96 DISAGREE 5
4. Demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning processes and outcomes. 3.01 AGREE 1
5. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes. 2.90 DISAGREE 7
6. Demonstrate the Competencies required of
the Philippine TVET Trainers Assessors Qualifications Framework. 2.77 DISAGREE 8
7. Demonstrate broad and coherent, meaningful knowledge 2.97 DISAGREE 3.5
8. Reflect on the relationships among the teaching process skills,
the learning processing in the students, the nature of
the content/subject matter, and other factors affecting educational processes
in order to constantly improve their teaching knowledge, skills and practices. 3.00 AGREE 2
TOTAL 23.49
AWM 2.93 DISAGREE
23. Table 5
Perception of Students towards BTVTED program of Ceguera Technological Colleges, Iriga City in term
of Competencies
INDICATORS WM INTERPRETATION RANK
1. As a role model for students, exhibit professionalism
while communicating and set goals that students can understand effectively. 2.99 AGREE 3
2. Have positive regard for students. 3.00 DISAGREE 2
3. Assist problem-solving issues between the students 2.96 DISAGREE 4
4. Encourage a love for learning. Along with clear routines,
behavior, and expectations, ensure a supportive and safe place to learn 2.95 AGREE 5
5. Make sure feedback and assessment are provided on time. 3.03 DISAGREE 1
6. Give plenty of options to students to demonstrate themselves. 2.85 DISAGREE 8
7. Based on individual student needs, differentiate assignments
to engage more in the project 2.92 DISAGREE 6
8. Report achievements: finally, do not forget to report students’
achievements to their parents and guardians on time 2.77 DISAGREE 10
9. Learn to prioritize multiple demands effectively. To best meet.
the needs of learners, differentiate teaching practices 2.84 DISAGREE 9
10. Create and maintain an environment where students can actively participate cooperatively
and independently to facilitate safe, caring, and ethical behavior in your actions 2.88 DISAGREE 7
TOTAL 29.19
AWM 2.91 DISAGREE
24. DISCUSSION
What Plan of Action can be proposed? Creating an action plan is
crucial for enhancing efficiency and accountability within a company,
aiding change agents in realizing their goals.
This plan offers an opportunity to evaluate and enhance the
perception of students towards the BTVTED program at Ceguera
Technological Colleges, identifying areas for improvement and change.
The recommended action plan for improving improving the perception
of the BTVTED Programs.
25. Focus Area: Bachelor of Technical Vocational Teacher Education
School Year: 2023-2024
Goal: Perception of Students Towards BTVTED Program
Key Result
Areas/Reform
Area
Services that
need to be
enhanced
OBJECTIVE ACTIVITIES REMARKS
Practice
professional and
ethical teaching
standards
sensitive to the
local national and
global realities (as
prescribed in the
UNESCO and etc.)
Demonstrate the
Competencies
required of the
Philippine TVET
Trainers.
Report
achievements:
finally, do not
forget to
report
students'
achievements
to their
parents and
guardians on
time.
Apply wide range of teaching
process skills (including
curriculum development)
Reflect on the relationship
among the teaching process
skills, the learning processing in
the students in order to
constantly improve their
knowledge, skills and practices.
To be well informed and ready
to handle or take the License
Examination, helping them to
secure their career path and
accomplished both short-term
and long-term goals.
Demonstrate competence
and mastery in
meaningfully teaching the
subject area of
specialization as required
by the Philippine TVET
Trainers Assessors
Qualification Framework
(PTTQF) Seminar and
conference about the
latest and trends. Training
or Seminars that
encourage the students
to pursue the BTVTED
Program in the future.
After completion of all
academic requirements
of the program,
graduates of the
BTVTED should be able
to practice the teaching
profession in the field
of specialization, serve
as TVET trainers and
assessors, or proceed
to practice careers in
various sectors of
industry as
entrepreneur or
employees.
26. SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This study aimed to determine the Perception of Students Towards BTVTED
Program of Ceguera Technological Colleges, Iriga City.
Specifically, the study sought to answer the following questions:
1. What is the profile of the respondents in terms of:
a. Age
b. Gender
c. Year Level
2. What are the Perceptions of the respondents in terms of:
d. Program outcome
e. Competencies
f. Career Path
3. Based on the findings. What plan of action can be proposed?
27. Findings
The following are the salient findings of the study
a. Age Out of 73 respondents of Ceguera Technological Colleges'
BTVTED program primarily attracts individuals aged 19-26 (89%),
demonstrating strong appeal to young adults, with modest
representation from those aged 18 and below (7%). Opportunities for
program expansion exist in engaging individuals aged 27-36, while
attention to exclusivity among participants aged 37-46 and 47 and
above is warranted. Hence the majority in the age distribution for
Ceguera Technological Colleges' BTVTED program consists of individuals
aged 19-26, constituting 89% of the participants.
28. b. Gender The survey findings indicate a notable gender disparity, with
68% of female students and 32% of male students expressing
perceptions of Ceguera Technological Colleges' BTVTED program.
c. Year Level It shows a diverse distribution of perceptions among
students in Ceguera Technological Colleges' BTVTED program, with 30%
in the first year, 38% in the second year, and 32% in the third year. This
aspect ranked the highest with a score of 3.01 (AGREE), and individuals
may have chosen this as a crucial element in their career path for
several reasons
29. Conclusion
Based on the conclusion of the study, the researchers concluded
that the analysis in examination of students' perceptions towards
Ceguera Technological Colleges' BTVTED program, categorized by age,
gender, and academic year, reveals a nuanced landscape that provides
valuable insights for program development and enhancement.
The majority of respondents, constituting 89%, fall within the age
range of 19-26, indicating a robust appeal to young adults.
While this age group demonstrates a strong affinity for the program,
opportunities for expansion lie in actively engaging individuals aged 27-
36, thus broadening the program's demographic reach.
Noteworthy is the identified need for increased inclusivity among
participants aged 37-46 and 47 and above, emphasizing the
importance of creating an inclusive environment that caters to a
diverse age spectrum.
30. The examination of gender dynamics uncovers a significant
disparity, with 68% of female students and 32% of male students
expressing their perceptions of the BTVTED program.
This calls for a closer examination of the factors influencing this gender
divide, with potential interventions aimed at fostering a more equitable
representation and participation among both genders.
Furthermore, the distribution of perceptions across academic years
reveals a diverse landscape, with 30% in the first year, 38% in the
second year, and 32% in the third year.
The higher representation in the second year suggests an evolving
engagement or opinion formation as students’ progress through their
academic journey.
31. RECOMMENDATIONS
1. Based on the findings from program outcome Communication
and Transparency ensure clear communication about program
expectations, curriculum, and any changes.
Provide regular updates on program developments and improvements.
Also implement bilingual communication workshops that focus on
enhancing both oral and written skills in English and Filipino, institution
can also coordinate in the different schools or with professional
instructors so that the students can improve their interactive sessions,
role-playing exercises, and group discussions to provide practical
experience and real-world application.
32. 2. The significance of keeping parents and guardians informed
about their child's academic progress cannot be overstated to
contribute to the enhancement of educational transparency by
proposing a robust framework for the timely reporting of student
achievements to parents and guardians.
By fostering a collaborative and transparent relationship between
educational institutions and parents, the proposed framework seeks to
create a positive impact on student outcomes and overall educational
experience.
33. 3. Demonstrate broad and coherent, meaningful
knowledge specifically about the TVET Trainers-Assessors
Qualification Framework.
Apply a wide range of teaching process skills including
curriculum development, lesson planning, materials
development, educational assessment, and teaching
approaches and reflect on the relationship among the
teaching process skills, the learning processing in the students,
the nature of the content/subject matter, and other factors
affecting educational processes in order to constantly improve
their teaching knowledge, skills and practices.
34. ACKNOWLEDGEMENTS
First, The researchers would like to Thank our Almighty God for everything, He is a great
Provider, Healer and a great Teacher. Thank you for all the blessings.
The researcher would like to acknowledge with sincere thanks and heartfelt gratitude and
appreciation, the all the persons who contributed much for the fulfillment of this study.
To our ever supportive adviser, Dr. Rosalie Bulalacao., for his effort, patient, immeasurable
support, guidance and concern in making this research study possible.
To our Chairman Dr. Lovella F. Ceguera, Panel members DR. Nelly N. Hernandez, Ma’am Alice S.
Almasan, Secretary Maria Montejo Maramag, for their constructive comments to improve this study.
To our Statistician Ma’am Regin Hayagan and Editor Ma’am Francess Alyssa Mamano
To our parents, for their support emotionally, morally and spiritually and financially.
To our friends and classmates who give support and encouragements.
To our respondents who cooperatively and honestly answered the questioners.
one’s again, Thank you very much.
