Instructional Practices, Learning Environment, and Students’ Employment Readiness

Abstract

This study examined the instructional practices, learning environment, and employment readiness of 185 fourth-year Bachelor of Technology and Livelihood Education (BTLEd) students enrolled in State Universities and Colleges (SUCs) in Panay Island, Philippines, during Academic Year 2024-2025. A quantitative descriptive-correlational design was used. The respondents were selected proportionally from a population of 345 students using Slovin’s formula at a 0.05 margin of error. Data were gathered through a validated researcher-made questionnaire and students’ teaching-internship ratings. The instrument yielded Cronbach’s alpha coefficients of .837 for instructional practices and .896 for the learning environment. Frequency, percentage, mean, t-test, one-way analysis of variance, and multiple regression were used for analysis. Instructional practices were Mostly Practiced (M = 1.9802), the learning environment was Very Conducive (M = 4.5881), and employment readiness was Superior (M = 1.32). No significant differences were found across age, sex, or SUC level. Program accreditation level significantly differentiated instructional practices (p = .037), learning environment (p = .0337), and employment readiness (p = .004), while school location significantly differentiated employment readiness (p < .001). Instructional practices and learning environment collectively predicted employment readiness, R = .198, R² = .039, F = 3.702, p = .027; however, only learning environment made a significant unique contribution (β = -.185, p = .012). The findings indicate that BTLEd students were generally prepared for employment and that supportive, safe, well-resourced, and hands-on learning environments are particularly important in sustaining graduate preparedness. Strengthening accreditation-linked quality assurance, laboratory resources, industry alignment, and authentic learning opportunities may further enhance employment readiness.