Transactional Distance Education and the Life and Career Skills of Technical-Vocational-Livelihood Students
JESICA R. ANDAYA1, DR. EDNA O. BRIONES2
jesica.andaya@gmail.com1, edna.briones@lspu.edu.ph2
https://orcid.org/0000-0003-2219-45151
Laguna State Polytechnic University, San Pablo, Laguna, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/90668
ABSTRACT
Years 2020 and 2022 have witnessed the quick advancement, transition, and widespread accessibility of education at a distance. Although distance education has existed since the 1970s, minimal research has been done on how transactional distance education influences the life and career skills of the students in senior high school, particularly Technical-Vocational-Livelihood students. This study aimed to fill this gap by determining transactional distance education and how it affects the level of students’ life and career skills. It utilized a descriptive method of research, and the main instrument was a researcher-made questionnaire with 79 TVL students who were enrolled in the school year 2021–2022 participated in the study. Results revealed that the respondents perceived transactional distance education elements explicitly the structure, dialogue, and learner autonomy as often observed. Likewise, the students’ life and career skills were identified as evident. More so, it indicates a significant relationship between the transactional distance education elements and students’ life and career skills. This signifies that students despite having transactional distance education obtain the skill which empowers them to work well in teams, communicate with individuals they work with or encounter, and participate in virtual communities in addition to their own physical spaces. Further, it means that the elements of transactional distance education serve as contributing factors in developing and strengthening students’ life and career skills.
Keywords: transactional distance education, life and career skills, technical-vocational-livelihood