Learning styles and Technology Livelihood Education (TLE) Competency Assessment of Junior High School Students: Input for a Competency-Based Program

Abstract

The changing educational landscape and the vision of Education 4.0 have pushed curricular reforms in the Philippines. The K—12 Program was implemented to enhance the quality of education to uplift the Filipino learners' full potential, promoting equitable, culturally based skills and competency-based learning. With the recent educational developments, various modalities are essential to acquire the necessary competencies among learners. Specifically, the Technology Livelihood Education (TLE) under TechVoc is critical as it provides skilled courses to students in grades 7 to 12. Its ultimate goal is to train young individuals and help them gain the competencies and employability skills they need to qualify them to apply and work in local industries and other countries. Therefore, the researcher employed a descriptive correlational design to assess the competency of 50 Junior High School Students in Eulogio Rodriguez Vocational High School (ERVHS) with their learning styles. Results revealed that all of the respondents were competent and that no significant relationship exists between the respondents learning style and TLE competency. The post-structuralism theory implies that several factors must be considered, particularly students as learning agents. Moreover, the findings also critiqued the VARK model as an opportunity for future discourses on learning styles. Results geared at enhancing the least acquired competencies of students and input to the TLE intervention program.