Career-focused teaching and its effects on students’ biology-technical-vocational-fused skills

R. Honra, Joelash; C. Monterola, Sheryl Lyn; T. Yangco, Rosanelia

doi:10.11591/ijere.v13i5.29131

Akses terbuka Jurnal SINTA 1

Career-focused teaching and its effects on students’ biology-technical-vocational-fused skills

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 5 (2024) · hlm. 3427–3434

DOI: 10.11591/ijere.v13i5.29131
ISSN: 2620-5440, 2252-8822
Terbit: 2024-10-01
Penerbit: Institute of Advanced Engineering and Science
Bahasa: eng
Lisensi: creativecommons.org/licenses/by-nc/4.0

Abstrak

The K to 12 program in the Philippines, initiated in 2012, brought about challenges like job mismatch among senior high school (SHS) graduates. Addressing this issue requires integrating technical-vocational-livelihood (TVL) skills with core subject skills, particularly in biology. This study explores how the career-focused teaching approach (CFTA) nurtures biology-technical-vocational-fused skills (BTVFS). Using a pretest-posttest quasi-experimental design, two grade 11 classes (35 students each) participated-one exposed to CFTA and the other to conventional teaching. Quantitative data from a researcher-made BTVFS questionnaire were analyzed with an independent samples t-test, revealing significant differences in all BTVFS subcomponents; t(68)=3.670, p<0.036. Qualitative data from reflective journals aligned with BTVFS subskills (metacognition, communication, problem-solving, and collaboration). CFTA proved instrumental in enhancing the BTVFS of students, emphasizing its importance in the curriculum across SHS core subjects to mitigate job mismatch for K to 12 graduates.

Kata kunci

Jaringan kolaborasi para penulis

9 penulis · 24 tautan kepenulisan bersama · 2 lintas organisasi

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

National University
University of the Philippines System

Organisasi berbeda
Organisasi sama
Afiliasi tidak diketahui
Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel

Tampilkan sebagai tabel

Rekan penulis	Organisasi	Artikel bersama
John Lorence A. Villamin	National University	2
Ma. Kristina B. B Dela Cruz	National University	1
Jermae B. Dizon-Yi	National University	1
Raianne Joy Maulion	National University	1
Sean Derrick M. Oliquiano	National University	1
James C. Ollero	National University	1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.

Metadata asli (oai_dc)

<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en-US">Career-focused teaching and its effects on students’ biology-technical-vocational-fused skills</dc:title>
	<dc:creator>R. Honra, Joelash</dc:creator>
	<dc:creator>C. Monterola, Sheryl Lyn</dc:creator>
	<dc:creator>T. Yangco, Rosanelia</dc:creator>
	<dc:subject xml:lang="en-US">Biology education; Collaboration; Communication; K to 12 program; Metacognition; Problem-solving; Technical-vocational-livelihood</dc:subject>
	<dc:description xml:lang="en-US">The K to 12 program in the Philippines, initiated in 2012, brought about challenges like job mismatch among senior high school (SHS) graduates. Addressing this issue requires integrating technical-vocational-livelihood (TVL) skills with core subject skills, particularly in biology. This study explores how the career-focused teaching approach (CFTA) nurtures biology-technical-vocational-fused skills (BTVFS). Using a pretest-posttest quasi-experimental design, two grade 11 classes (35 students each) participated-one exposed to CFTA and the other to conventional teaching. Quantitative data from a researcher-made BTVFS questionnaire were analyzed with an independent samples t-test, revealing significant differences in all BTVFS subcomponents; t(68)=3.670, p&amp;lt;0.036. Qualitative data from reflective journals aligned with BTVFS subskills (metacognition, communication, problem-solving, and collaboration). CFTA proved instrumental in enhancing the BTVFS of students, emphasizing its importance in the curriculum across SHS core subjects to mitigate job mismatch for K to 12 graduates.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-10-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/29131</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i5.29131</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 5: October 2024; 3427-3434</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i5</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/29131/14122</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>