Challenges on the Implementation of the 3-Year Diploma Curriculum in TESDA Region IX

Juvelyn M. Jaukal
Zamboanga Sibugay Polytechnic Institute-TESDA
F.L. Peña, Kabasalan, Zamboanga Sibugay, 7005, Philippines

DOI: https://doi.org/10.54476/iimrj20

 

ABSTRACT

 

The study aimed to find out the challenges of teachers and students during the implementation of TESDA’s 3-year diploma program. In accordance, it determined whether there is a significant difference in the implementation of the 3- year diploma program when categorized into program handled by teachers and the courses taken by students. To address the challenges, this study used a quantitative research approach. Furthermore, the study employed a sampling technique based on Slovin’s formula to obtain comments from 220 students and 44 teachers. The data for this study came from two TESDA-administered schools in Region IX, and the statistical tools utilized to confirm the accuracy of the replies were weighted mean and one-way ANOVA. Results revealed that teacher respondents are less challenged in addressing issues in the diploma program’s execution. The student respondents believed that the challenges they had in implementing the diploma program were challenging. Similarly, there is no significant difference in the implementation of the 3-year diploma program whether it was categorized into program handled by the teachers and student courses taken. Thus, the result of this study can assist to gain a better grasp of what they need to know and do in order to overcome the TESDA challenges in a three-year Diploma curriculum.


Keywords: Challenges, curriculum implementation, teachers, students.

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