Technical-Vocational Students’ Reading Competence and Technical Skills in Iloilo City, Philippines

This study focused on the relationship between reading competence in English and performance in technical skills among students in TESDA-Supervised Institutions. This study was limited to the students enrolled in the institutions under TESDA supervision and to provide information to the beneficiaries. A descriptive-correlational research design was employed. A researcher-made test on the reading competence in English had undergone validity and reliability testing through item analysis and Kuder-Richardson formula 21 while the grades of the students were utilized for technical skills. It found out that the reading competence in English showed “fair competent”. Technical skills, on the other hand, performed as “good”. It also revealed that there was no significant difference and relationship in the level of reading competence in English and performance in technical skills. It is concluded that the students in technical-vocational schools were skillful technicians in terms of practical skills regardless of their reading competence in English. It noted that the performance in technical skills cannot be measured through the reading competence in English of the students. It is observed that reading competence in English and a technical skill was learned separately. Thus, it is strongly argued that TESDA education focuses on the practical area of learning for a certain competency..

Keywords – electronics, performance, reading, skills and technical-vocational