Acquired Learnings and the Competencies Required for TESDA NC II Among Grade 11 Learners in San Julian District, Eastern Samar

Abstract

This study assessed the acquired learnings and TESDA National Certificate II (NC II) competencies of Grade 11 Technical-Vocational-Livelihood (TVL) learners in San Julian District, Eastern Samar. It employed a quantitative descriptive-correlational design using total enumeration because the target population consisted of fewer than 50 learners enrolled in the TVL track during School Year 2025-2026. Data were collected through a researcher-made survey questionnaire aligned with TESDA training regulations and self-assessment indicators. Weighted mean was used to describe acquired learnings and perceived competency levels, while Pearson product-moment correlation coefficient was used to examine their relationship. Learners reported a high level of acquired learnings in knowledge and understanding (M = 4.07) and skills application (M = 3.90), as well as a very high level of values and work attitude (M = 4.22). Their perceived TESDA NC II competencies were rated high (M = 3.87). The source manuscript reported a strong positive and statistically significant relationship between acquired learnings and TESDA NC II competencies (r = .78). Open-ended responses emphasized the need for additional hands-on practice, upgraded facilities and tools, closer supervision and feedback, alignment with industry standards, and mock assessments. The findings suggest that the learners possess a strong foundation for certification readiness but would benefit from more intensive performance-based training and improved learning resources.