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International Journal for Research in Applied Science & Engineering Technology (IJRASET)
ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538
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Volume 11 Issue II Feb 2023- Available at www.ijraset.com
7.Thetimeallottedandthe‘dos’ and ‘don’ts’ during the institutional assessment are presentedwelltothetrainees.
8. The result is immediately relayed and explained to the trainees after the institutional assessment with corresponding recommendations.
9. The successful undertaking of the National Assessment for qualifications With Training Regulations is required forthecompletionofthetraining program.
10. The successful undertaking oftheOn-the-JobTraining(OJT) orLearnershiporApprenticeship is required for the completion thetrainingprogram.
Reliability: Training Directors: Cronbach’s alpha = 0.8759
Trainers: Cronbach’s alpha = 0.9747
Trainees: Cronbach’s alpha = 0.9474
Table 7 presents the Extent of Implementation of Competency Based System on Assessment Method per Assessment of Training Directors, Trainers, and Trainees. As reflected, the over-all Mean is 5.78 with an interpretation of Very Satisfactorily Implemented. It also shows that in terms of Manner of Assessment Method, (No. 10) ‘The successful undertaking of the On-the-Job Training (OJT) or Learnership of Apprenticeship is required for the completing of the training program’ ranks first with a rating of 6.41. For the respondents, ‘OJT as part of Assessment and completion’ is the best way to assess the trainees. OJT is the stage of training where the trainees could apply what they have learned in the classroom.
ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538
Volume 11 Issue II Feb 2023- Available at www.ijraset.com
OJT is the stage of training where trainees are sent to different companies where they could practice and master their skills. This is also good for the trainees because they could be absorbed by the company if they perform well in their OJT. At the same time this is also an important component of the CBT. According to Emmanuel Amankwah (2011), Industrial attachment forms an important component of CBT curriculum. It covers 16 credit hours of the 576 total credit hours. Various job profiles have been identified where students are expected to have their attachment and possible placement after graduation. OJT is designed to help students to learn and familiarize themselves with real life situation at the industries. It also helps students to network and make contacts so as to get jobs easily after graduation. It also guides students to make appropriate choices in terms of career development. However, the first lowest in the Manner of Assessment is (No. 3) ‘Trainees evaluate their own readiness to take the institutional assessment and can postpone institutional assessment when more practice is needed for mastery’ which has the rating of 5.45. It is the trainees themselves who evaluate their readiness. They know their capacity; they know their strengths and weaknesses.
Table 8
RANKING OF THE RATINGS OF THE INDICATORS IN EACH ASPECT OF CBT
Formulation of Objectives as Perceived by Training Directors, Trainers and Trainees Ran
1st 10. The training design includes an in-house training and on-the-job training that reinforces mastery of the competencies. 5.97
2nd 7. The equipment, tools, accessories and supplies are identified, sufficient and suitable for achieving mastery of the Learning Outcomes.
3rd 4. The basis for evaluating or assessing the mastery of the trainee on each competency is taken from the TESDA regulations or Industry Standards. (ex. For Performing Root Pass, one of the assessment criteria from TESDA’s Training Regulation (TR) is “Root pass is performed in accordance with Welding Procedure Specification (WPS) and/or client specifications.”)
Structure of Learning Process per Assessment of Training Directors, Trainers and Trainees
1st 8. The in-center training and on-the-job training are closely link and integrated that progress of the trainee in his/her specific qualification is monitored and reinforced.
2nd 2. Each method includes the mechanism of presentation (trainer’s part), practice/demonstrate (trainee’s part) and feedback (trainertrainee) aimed at mastery.
3rd 4. The materials for the presentation and practice/demonstrate are sufficient for mastery.
Manner of Assessment Method per Assessment of Training Directors, Trainers and Trainees
1st 10. The successful undertaking of the On-the-Job Training (OJT) or Learnership or Apprenticeship is required for the completion of the training program.
6.09
3rd 6. The needed tools, equipment, and venue for the completion of the evidences for institutional assessment are complete, functional and suitable. Very Satisfactorily Implemented
ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538
Volume 11 Issue II Feb 2023- Available at www.ijraset.com
Table 8 presents the ranking of the indicators in each aspect of the CBT. It is observed that the top ranked indicators in the three aspects of CBT are related to the On-the-Job Training. The next two is related to the equipment and mastery. These top 3 strongly indicates the emphasis on industry-based training, which is the main component of CBT. The findings showed that the FIS TVIs is strong in the industry based training. The bottom 3, on the other hand, relates to methodologies in conducting CBT such as CBLM, CBT didactics, modular in structure, personal readiness for assessment, RPL, etc. Having received the bottom rating indicates the need of the FIS TVIs to improve in its methodologies in conducting CBT approaches in training.
Differences of Assessments among Training Directors, Trainers and Trainees on the Extent of Implementation of Competency Based System (CBT) Concerning the Formulation of Objectives, Structure of Learning Process and Manner of Assessment Method in the Salesian Philippine South Province (FIS) Technical Vocational Institutes (TVIs)
This section determines the differences of assessments among Training Directors, Trainers and Trainees on the Extent of Implementation of Competency Based System Concerning the Formulation of Objectives, Structure of Learning Process and Manner of Assessment Method in the Salesian Philippine South Province (FIS) Technical Vocational Institutes (TVIs). The normality test results revealed that some data sets of the three indicators on the implementation of CBT System in FIS TVIs were found not normally distributed as depicted in the corresponding Kolmogorov-Smirnov test results. Hence, the use of non-parametric test, specifically the Kruskal Wallis Test is used to establish such differences.
Figure 2: Normality Test Results on the Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives, Structure of Learning Processes and Manner of Assessment Methods
Table 9: Kruskal-Wallis Test Results on Differences of Assessment among Training Directors, Trainers and Trainees on the Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives
ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538
Volume 11 Issue II Feb 2023- Available at www.ijraset.com
Table 9 presents the differences on the Assessment among training directors, trainers, and trainees on the extent of implementation of competency Based System (CBT) in terms of Formulation of Objectives. Using the Kruskal-Wallis test, the results suggest comparable assessments among training directors, trainers and trainees when it comes to the formulation of objectives, (H=0.43, DF=2, P = 0.806).
The result implies that the three groups have the same perception when it comes to the formulation of objectives. The indicators in the formulation of objectives are equally important for the three groups in the implementation of the CBT System. They see the importance of the formulation of objectives in the implementation of CBT. In addition, the formulation of objectives zeroes in the learners’ clearly defined behavioral changes that can be mastered and assessed given the conditions and processes (Hodge, 2007). Furthermore, the formulation of objectives sets the tone of the CBT System. It gives a clear direction. Thus, the respondents should work for it from the management level down to the recipients although it is the concern and prerogative of the Training Directors as managers of TVIs as indicated in the table (Z=-0.36).
Table
H = 11.56 DF = 2 P = 0.003
Legend:
- Significant at (*)
- Not Significant at (ns)
Table 10 depicts the differences on Assessments among training Directors, trainers, and trainees on the extent of implementation of competency Based System (CBT) in terms of Structure of Learning Process. Through Kruskal-Wallis test, the results showed significant differences of assessments concerning the extent of implementation of competency Based System (CBT) in the aspect of Structure of Learning Process (H = 11.56, DF = 2, P = 0.003). Post-Hoc analysis is further performed to determine the differences of assessments on pairwise comparisons among the different groups of respondents.
Table 11: Pairwise Comparison on Differences of Assessment among Training Directors, Trainers and Trainees Concerning the Extent of Implementation of Competency Based System (CBT) on the Structure of Learning Process
- Significant at (*)
- Not Significant at (ns
ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538
Volume 11 Issue II Feb 2023- Available at www.ijraset.com
Table 11 reveals the differences on the assessments among training directors, trainers, and trainees concerning the Extent of Implementation of Competency Based System (CBT) in the aspect of Structure of learning process in FIS TVIs. Using the MannWhitney test, the results showed that the assessment of trainers is significantly higher compared to the trainees with regard to the structure of learning process (W=3804.5, p=0.003).
This result implies that the trainers have good grasp in the structure of the learning process because it is their duty to facilitate the learning process of the trainees. They are directly involved in the classroom instruction and they have a clear objective to fulfill. They are also ready to implement the formulation of objectives through the structure of learning process. Thus, it is an encouragement for the trainers to master their turf. They should create an opportunity for the trainees to develop and master the competencies which a training programme strives. In addition, trainers should make naturally instructional activities that are designed for reaching each of the indicators in the formulation of objectives. On the other hand, the trainees are more on the receiving end; they are the recipients of the structure of learning process. Thus, the structure of the learning process is not the number one concern or priority of the trainees. However, no significant differences exist for the assessments of aforementioned factor in between training directors and trainers, as well as the training directors and trainees (w=186.50; 638.0, p=0.855, 0.056, respectively). This result indicates that the structure of learning process is the priority of the trainers and the training directors. In short, the structure of learning process is equally important for the training directors and trainers. The researchers also have taken into account that the job of the training directors is more on the managerial level and one of the things that they should manage is the implementation of the structure of learning process. Small wonder then that they have comparable assessments. In addition, the findings further revealed that there is no significant difference for training directors and trainees. This is an indication that both training directors and trainees are not directly involved in the structure of learning process. The training directors are more on the top level while the trainees are more on the receiving end.
Table 12: Kruskal-Wallis Test Results on Differences of Assessment among Training Directors, Trainers and Trainees on the Extent of Implementation of Competency Based System (CBT) in Terms of Manner of Assessment Method
Legend:
H = 1.30 DF = 2 P = 0.521
H = 1.31 DF = 2 P = 0.521 (adjusted for ties)
- Significant at (*)
- Not Significant at (ns)
The Kruskal Wallis test result (Table 16) revealed no significant differences on the Assessment among training directors, trainers, and trainees on the extent of implementation of Competency-Based System (CBT) in terms the manner of assessments methods. That is, the perception among the different groups of respondents showed the same level of ratings on the extent of assessment regarding the manner of assessment methods used (H = 1.30, DF = 2, P = 0.521).
This result indicates that when it comes to the manner of assessment methods, the groups have the same perceptions. The manner of assessment method is equally important for them. In fact, every group is happy when all trainees pass the National Assessment. This is actually the aim of the training program. Truly, the triumph of one is the triumph of all. Thus, they have to work for it although it is the top priority of the trainees as indicated in the table (Z=1.08). The trainees after all have to pass the National Assessment given by TESDA at the end of the training.
ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538
Volume 11 Issue II Feb 2023- Available at www.ijraset.com
Impact Analysis on the Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives, Structure of Learning Process and Manner of Assessment Method in the Salesian Philippine South Province (FIS) Technical Vocational Institutes (TVIs) as Perceived by Training Directors
The results shown below determine the Principal Component Analysis on the factors affecting the Extent of Implementation of Competency Based System (CBT). The results revealed that each of the factors is independent from one another as evidenced by the nonzero acute angles in between them as shown in Figure 3 below. That is, the factors affecting the Extent of Implementation of Competency Based System (CBT) are free from multi-collinearity problems.
Figure 3: Multicollinearity Results on the Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives, Structure of Learning Process and Manner of Assessment Method as Perceived by Training Directors
Table 13: Eigenanalysis of the Correlation Matrix
The results revealed that the first eigenvector or principal component represents 83.60% of the total variance. This finding is sufficient enough to represent the indicators in the implementation of CBT System in FIS TVIs. These indicators include the Formulation of Objectives, Structure of Learning process and Manner of Assessment Method.
Using the first principal component analysis results, the index of the extent on the Implementation of CBT System as perceived by the Training Directors can be modeled by the equation given by
Extent of Implementation of CBT System as perceived by the Training Directors = 0.595* on Formulation of Objectives+0.574
*on Structure of Leaning Process + 0.562 * on Manner of Assessment Method
The model suggests that the extent of Implementation of CBT System as perceived by the Training Directors varies directly with the factors affecting them. More specifically, the extent of Implementation of CBT System is mainly characterized by formulation of objectives followed by structure of learning process while relatively affected by the manner of assessment of method. This finding implied that the Training Directors have to work more on the Formulation of Objectives so as to give direction both for the trainers and trainees in the implementation of the CBT System. In addition, the findings show the order of interventions, namely: first, the formulation of objectives, secondly, the structure of learning process and lastly, the manner of assessment method.
ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538
Volume 11 Issue II Feb 2023- Available at www.ijraset.com
Impact Analysis on the Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives, Structure of Learning Processes and Manner of Assessment Methods in the Salesian Philippine South Province (FIS) Technical Vocation Institutes (TVIs) as Perceived by Trainers
Figure 4: Multicollinearity Results on the Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives, Structure of Learning Processes and Manner of Assessment Methods as Perceived by Trainers
Figure 4 shows the Multicollinearity results on the Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives, Structure of Learning Process and Manner of Assessment Method as perceived by Trainers. This result reveals that each of them is independent from one another as shown by the nonzero acute angles in between the two indicators. This means that the indicators affecting the implementation of CBT System are free from multicollinearity problems.
Table
This results show that the first eigenvector or principal component represents 94.10% of the total variance. This finding is very highly sufficient to represent the indicators in the implementation of CBT System in FIS TVIs. These indicators include the Formulation of Objectives, Structure of Learning process and Manner of Assessment Method.
Using the first principal component analysis results, the index of the extent in the Implementation of CBT System as perceived by the Trainers can be modeled by the equation given by Extent of Implementation of CBT System as perceived by the Trainers = 0.585* on Formulation of Objectives+0.575 *on Structure of Leaning Process + 0.572 *
on Manner of Assessment Method
The model implies that the extent of Implementation of CBT System as perceived by the Trainers varies directly with the factors affecting them. Specifically, the extent of Implementation of CBT System is mainly determined by formulation of objectives followed by structure of learning process while relatively affected by the manner of assessment of method. This implies that the Trainers have to exert more effort in the Formulation of Objectives to give direction to the trainees in the implementation of the CBT System. In addition, this table shows the order of interventions, namely: the formulation of objectives, the structure of learning process, and the manner of assessment method.
ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538
Volume 11 Issue II Feb 2023- Available at www.ijraset.com
Impact Analysis Concerning the Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives, Structure of Learning Processes and Manner of Assessment Methods in the Salesian Philippine South Province (FIS) Technical Vocation Institutes (TVIs) as Perceived by Trainees
Figure 5: Multicollinearity Results on the Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives, Structure of Learning Processes and Manner of Assessment Methods as Perceived by Trainees
Figure 5 shows the Multicollinearity results on the Extent of Implementation of CBT in Terms of Formulation of Objectives, Structure of Learning Process and Manner of Assessment Method as perceived by Trainees. This result reveals that each of them is independent from one another as shown by the nonzero acute angles in between the two indicators. This means that the indicators affecting the implementation of CBT System are free from multicollinearity problems.
Table 17: Eigenanalysis of the Correlation Matrix
This finding shows that the first eigenvector or principal component represents 93.40% of the total variance. This finding is very highly sufficient enough to represent the indicators in the implementation of CBT System in FIS TVIs. These indicators include the Formulation of Objectives, Structure of Learning process and Manner of Assessment Method
Applying the first principal component analysis, the index of the extent in the Implementation of CBT System as perceived by the Trainees can be modeled by the equation given by Extent of Implementation of CBT System as perceived by the Trainees = 0.572* on Formulation of Objectives+0.581 *on Structure of Leaning Process + 0.579 * on Manner of Assessment Method
The above model suggests that the extent of Implementation of CBT System as perceived by the trainees varies directly with the factors affecting them. More specifically, the extent of Implementation of CBT System is mainly characterized by structure of learning process followed by the manner of assessment method while relatively influenced by formulation of objectives. These findings imply that the Trainees have to work more on the Structure of the learning process. Their concern is to understand the lesson given by the Trainers so as to pass the National Assessment. Logically, the second priority is the Manner of Assessment. They want to learn many methods of assessment because they want to pass the Assessment. Their last concern is the formulation of objectives which is actually the concern of the trainers and training directors.
ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538
Volume 11 Issue II Feb 2023- Available at www.ijraset.com
A. Proposed Intervention Schemes To Improve The Implementation Of Tesda’s CBT System In FIS TVIS
The overall result of the survey in relation to the extent of TESDA’s CBT System implementation in the eight FIS TVIs particularly in the three main aspects of the CBT system was very satisfactorily implemented as perceived by the training directors, trainers and trainees. Although, it is highly regarded, there is still room for improvement because it has not yet reached the highest rating which is the excellent rating.
The study presents intervention schemes to maintain CBT components with higher ratings and to uplift CBT components with lower ratings. The following are the CBT components with higher ratings and lower ratings, categorized by the three main aspects of CBT with their corresponding over-all mean and the suggested intervention schemes.
B. Intervention Schemes
1) On the Formulation of Objectives
Top 1 - Rated 5.97 over 7.00: The training design includes an in-house training and on-the-job training that reinforces mastery of the competencies.
Intervention: Technology develops and advances. This affects the industry’s emerging practices and processes. The OJT program of the FIS TVIs should keep up with these advances.
2) Structure of Learning Process
Top 1 - Rated 5.77 over 7.00: The in-center training and on-the-job training are closely link and integrated that progress of the trainee in his/her specific qualification is monitored and reinforced.
Intervention: The learning process in the OJT is guided by the Training Plan in collaboration with the industry trainer and in-center trainer. It is recommended that in-depth discussion between both parties be done before the start of the OJT so as to lay-out the appropriate learning processes. Quarterly evaluation and follow up should also be done.
3) Manner of Assessment Method
Top 1 - Rated 6.41 over 7.00: The successful undertaking of the On-the-Job Training (OJT) or Learnership of Apprenticeship is required for the completion of the training program.
Intervention: As such, evaluation of the learner in the OJT should be continuously aligned to the expected outcomes required in the industry or field of work.
Code for the Plan for Intervention Schemes:
FO = Formulation of Objectives;
SLP = Structure of the Learning Process;
MAM= Manner of Assessment Method
FO#10_ TOP 1
Table19PLAN FORINTERVENTIONSCHEMES
No.10: The training design includes an in-house training and on-the-job training that reinforces mastery of the competencies, which hastherating of5.97.
Planning of the Industry immersion Program for the Training Directors andTrainers
SLP#08_ TOP 1
MAM#10_ TOP1
(No. 8) “Thein-center training and on-the-job training are closely link and integrated that progress of the trainee in his/her specific qualification is monitored and reinforced”
(No. 10) The successful undertaking of the On-the-Job Training (OJT) or Learnership or Apprenticeship is required for thecompletion ofthetraining program.
FO#10_ TOP3 No.4: Thebasisfor evaluating or assessing themastery of the trainee on each competency is taken from the TESDA regulationsor IndustryStandards,
of Industry Immersion Program evaluation and followup
Dialogue and Planning with Industry Partners for the Session Plan and Training Plan
