Abstract
This study examined the relationship between the implementation of the Technical-Vocational-Livelihood (TVL) track and the level of students’ readiness for work immersion skills at Sto. Tomas Senior High School in Batangas for the school year 2024–2025. Using a descriptive–correlational research design, data were collected from 101 Grade 12 TVL students representing three strands: Home Economics (HE), Industrial Arts – Electrical Installation and Maintenance (IA-EIM), and Information and Communications Technology – Computer Systems Servicing (ICT-CSS). Descriptive and inferential statistics, including Pearson correlation and ANOVA, were utilized for data analysis. Results revealed that the overall implementation of the TVL track was rated as implemented (M = 2.86, SD = 0.77), with the highest mean observed in facilities and equipment (M = 2.84) and the lowest in industry preparedness/partnerships (M = 2.76). Students perceived themselves as ready in all four dimensions of work immersion skills: intellectual (M = 2.90), personality (M = 2.94), meta-skills (M = 2.90), and job-specific skills (M = 2.97). Correlation analysis showed a significant relationship between TVL implementation and work immersion readiness across all domains (r = 0.541–0.741, p < .001), with the strongest association found between meta-skills and policy enforcement (r = 0.741, p < .001). ANOVA results indicated significant differences in readiness among strands in intellectual (p = .002), personality (p = .001), meta-skills (p = .000), and job-specific skills (p = .001). Post hoc tests revealed that HE students scored significantly lower than IA-EIM and ICT-CSS students. These findings underscore the need for equitable facilities, stronger industry partnerships, and targeted interventions to improve work immersion readiness.
