NCII Assessment Impact: School Learning Vs Institutional Review

Abstract

INTRODUCTION

With the advent of the K to 12 curriculum, every educational institution in the secondary level aims to make their learners employment-ready even right after graduation. This research was conducted to determine which institution greatly contributes to the success of the NC II passers. In connection, this study assesses the quality of education provided by the TVL teachers to their primary stakeholders, the students.

METHODS

Twenty-eight students were selected using simple random sampling as respondents in this study. The data were gathered by employing two research instruments-checklist and questionnaire. The checklist was used to identify the available FBS equipment. On the other hand, the questionnaire was devised to determine the teaching-learning process, developed behavior, and perceived competence. The instruments were administered through survey method. For the data analysis, frequency count, percentage and identification of themes were employed.

RESULTS

On average, 97% of the respondents become exposed to FBS tools and equipment. On the other hand, the institutional review was only able to cater to 89% of the respondents. In line with the motivation, school learning made use of five teaching strategies while the institutional review utilized two. During the discussion, the school learning offered four strategies while there were only three for the institutional review. On the assessment part, both review centers utilized one strategy. For the average, 26 respondents learned FBS-related behavior from the school learning while only 24 learned from the institutional review. From a total of 28 respondents, all or 100% said that they felt competent after undergoing the school learning. Meanwhile, 71.43% felt the same from the institutional review and the remaining 8 or 28.57% revealed that they were not yet feeling competent.

DISCUSSIONS

This study made it clear that the large part of the NC II passers' competence is determined by the education given by the school than by the institutional review. The result also proves that the quality of education offered by the PINHS and its teachers for HE students is equal to what is demanded by the national standards. From the conclusion, the researcher suggests that educational institutions offering FBS should provide learners exposure to tools and utensils; In teaching FBS, the teacher should provide a variety of teaching strategies; and FBS instructor(s) should also pay attention to developing FBS-related behavior.