Determinants of Technology and Livelihood Education Preference Among Grade 9 Students in Bataraza Districts: A Basis for Specialization Plan
DOI:
https://doi.org/10.65339/ijsis.V1.I3.202Keywords:
Bataraza Districts, Community Influences, Educational Sustainability, Grade 9 Students, Livelihood Skills, Parental Educational Attainment, Specialization Preferences, Sustainable Development Goals, Technology and Livelihood EducationAbstract
This study examined the determinants of Technology and Livelihood Education (TLE) specialization preferences among Grade 9 students in the Bataraza Districts, Palawan, as a basis for developing a responsive specialization plan. Using a descriptive survey research design, data were collected from 316 Grade 9 students across 12 selected public secondary schools through a validated structured questionnaire. Frequency counts, percentages, means, standard deviations, Pearson Product-Moment Correlation, and Chi-Square Test of Independence were employed for data analysis. Findings revealed that most respondents were female (62.03%), aged 15–16 years (61.08%), and from low-income households. Agricultural Crops Production (28.16%), Computer Systems Servicing (22.78%), and Cookery (13.29%) were the most preferred specializations. Community influences and personal factors obtained the highest mean ratings (M = 3.84), followed by family and socio-economic factors (M = 3.55) and school-related factors (M = 3.53). Age, gender, and family income showed no significant relationships with the determinants, whereas parental educational attainment demonstrated significant negative relationships with selected external factors. The findings informed the proposed Project SKILLS, emphasizing career guidance, teacher development, instructional facilities, curriculum contextualization, and community partnerships. The study recommends strengthening learner-centered specialization planning and aligning educational resources with students' interests and local livelihood opportunities. The research supports Sustainable Development Goal (SDG) 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities) through inclusive skills development and livelihood-oriented education. Its potential sustainability contributions include strengthening educational institutions, improving socio-economic opportunities, and promoting community-responsive technical education through evidence-based specialization planning.
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