Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction
Bachelor of Technical Teacher Education (BTTE) is a four-year ladderized degree program that provides students with the knowledge and skills to teach technical-vocational courses like Automotive, Electrical, Civil and Drafting Technology, Food and Service Management and many more. Ladderized Education is a new system of education in the Philippines that allows learners to progress between Technical Vocational Education and Training (TVET) and College, and vice-versa. It prepares teachers in technical-vocational education (TVET) and higher education institutions who are equipped not only with strong theoretical understanding of teaching and technology but also with exposure to industry. Since this course is a new course in the country, only few colleges and universities offer the BTTE course.
One of the colleges that offers this is the Libon Community College. The specializations the institution was offering are Automotive Technology, Electrical Technology and Food Service Management. It is offered in the community to meet the needs of the new K to 12 based curriculum specifically the need for teachers.
Generally, the program’s curriculum is filled with education subjects thus graduates of this program are allowed to take the Licensure Examination for Teachers (LET). Once graduates of the BTTE program pass the LET they can teach in academic institutions specifically in elementary, secondary and collegiate levels. Graduates of BTTE Program may also teach in the Technical Education and Skills Development Authority (TESDA) as well as in vocational school, private schools and livelihood training centers and charitable institutions who aim to train the oppressed sectors of the society to develop specific skills that they can use to earn money and become financially independent. The subjects that they will teach will mainly depend on the field of specialization that they chose.
The Bachelor of Technical Teacher Education Major in Electrical Technology focuses on the design and development of high-voltage systems and components such as motors, generators, heaters, electrical power transmission and distribution systems, radio wave and optical systems, converters, and control systems for operating light and heavy machinery.
The course contains various subjects. This includes the General Education Component of the CHED Memo 59 composed of sixty (60) units of courses in humanities, languages, natural and behavioral sciences, computer proficiency, mathematics, logic and ethics which are all aimed to make a person broadly educated, creative, cultured, morally upright and productive; the Specialization Component - includes the in depth knowledge of content and specified skills in the major fields including industry exposure; Instructional Technology Component - includes competencies in the use of technology in teaching and training. Furthermore, the program of study for the general and professional education subjects is based on CHED Memo 30, s, 2004.
Specifically, the subjects in this specialization are Fundamentals of Electricity, Electrical and Electronics Circuits and Devices, Electrical Wiring System and Design, Signal and Communication System, DC Machine, AC Machine, Logic Circuit Controller, Pneumatic and Hydraulic applications.
Aside from the subjects the BTTE course students had to take, every student in the course in each specialization had to undertake also the immersion program. There were two immersions they need to undertake to graduate in the course. Firstly is during summer class after 2nd year while the second immersion is during the 2nd semester of third year. The former has 160 hours and the latter has 480 hours for completion.
Despite of the fact that industrial immersion is a mandatory requirement to all students in the BTTE course, many students still find it hard to complete the requirement which results to students not finishing the course. Students contemplate that the immersion is just too expensive and hard to finish. They didn’t consider that the immersion is very significant in gaining experience regarding with the course and applying the theories and principles learned by the students inside the institution. Almost all bachelor degrees require students to undergo immersions. This is to practice their knowledge in their course to real-life situations and to prepare them for the real world. Thus, the students must already expect they will experience immersion the first time they decided to take up the course.
Reasons of BTTE students who find it hard to take the immersions are either lack of financial support, inability to socialize and adjust to other people or even sometimes their physical and emotional conditions. These problems often result to drop-out of students in their course, shifting to other affordable courses and sometimes worst not completing their degree.
On-the-job training or immersion greatly helps in the development of skills and competence of a student. It is the most effective way of exposing students to the industry where their fields or area of specialization belonged to. However, there are factors that affect not just the performance of the students during the on-the-job training but also the training itself.

Background of the study Electrical Technology students need to understand many theories and laws. Some of these laws are electrical and electronic circuit laws that define the operation of the circuits - Coulomb’s Law, DC Circuits Law, Kirchhoff’s Law, Ohm’s Law, and Voltage Divider Rule. These laws were being mastered by Electrical Technology students prior to the immersion program they need to undertake. Through the on-the-job training, students would be able to apply the theories and laws about electricity and circuits on the industry. This is very important since a technology student will work in the field in the near future and management of knowledge and precision on work must be always at hand to guarantee safety and security. On-the-job training has really helped college students be prepared for whatever they will encounter in the industry in the near future. Nevertheless not all students undertaking this finished the whole training. There are factors which either prevents them to complete the immersion or make them fail the program.
We cannot deny that engaging in an immersion program is an expensive endeavor for students but since it is a requirement to graduate in the course, they have no choice but to undertake it.

Conceptual Framework
The major concept of this study is focused on factors affecting on-the-job training of Bachelor of Technical Teacher Education Major in Electrical Technology students at Libon Community College. Figure 1; shows the relationship of input variables which contain the person’s profile – age, gender, year level, family income, civil status, venue of immersion; and the different factors during on-the-job training –While in the process contains the survey, data gathering, data analysis, and data interpretation. And output variables contain the analysis of the effects of the factors BTTE Electricity encountered during on-the-job training.
Factors affecting immersion of BTTE Electricity students: * Work attitude * Work habits * Competence * Personality and appearance * Linkage * Cooperating firm * Benefits and incentives * Training and evaluation * Other problems encountered
Survey, data gathering, data analysis, and data interpretation

Analysis on the effects of the factors during on-the-job training of BTTE Electricity students

Profile of the respondents * age * gender * year level * family income * civil status * venue of immersion

Figure 1. Research paradigm of the study
Figure1. A conceptual paradigm showing the relationship on how some certain factors affect on-the-job training of BTTE Electricity students.

Theoretical Framework

Statement of the Problem The study aims to investigate the factors affecting Bachelor of Technical Teacher Education (BTTE), Major in Electrical Technology students of Libon Community College.
Specifically it sought to answer the following questions: 1. What is the demographic profile of the respondents in terms of: a. Age b. Gender c. Year level d. Family income e. Civil status f. Venue of immersion

2. How do the BTTE Electricity students evaluate the different factors of on-job training such as: a. Work Attitude b. Work habits c. Competence d. Personality and appearance e. Linkage f. Cooperating firm g. Benefit and incentives h. Training and evaluation i. Other problems encountered 3. Is there any significant difference as how the students rate the extent of the factors that affects their on-the-job training in terms of its demographic profile? 4. What are the problems encountered by on-the-job trainees during the on-the-job training? 5. What factor/s of the on-the-job training should need/s improvement?

Assumptions

Hypotheses The following are the null hypothesis of this research:
There is no significant difference as how the students rate the extent of the factors that affects their on-the-job training in terms of its demographic profile.

Significance of the Study The researchers of this study aim to make valuable contributions for the advancement and further improvement of the on-the-job training. To the students who are enrolled in industrial immersion subjects, this will give them brighter understanding and deeper awareness to the different factors that would affect their on-the-job training performance. The results of this study will help OJT-student trainees improve specific areas among themselves to become professionals. To the academe, this would provide insights and recommendations on how to help the on-the-job training effectively properly managed. To the professors and on-the-job training coordinators it would also provide information regarding the status of the OJT-student trainees that would encourage them to help the students by giving prompt, specific and helpful feedback. To the cooperating firms, industries and companies who accept student trainees, this would guide them how to handle and supervised OJT students. Furthermore, the findings of this study can serve as resources among researchers undertaking related field.

Scope and Limitations of the Study The study was conducted at Libon Community College and limited only to the currently enrolled students of Bachelor in Technical Teacher Education Major in Electrical Technology. The range of the study was from June to October, 2016. This study will be only limited to assess the factors affecting on-the-job training of the students. All information and conclusions drawn from this study were obtained only from this particular group of students.

Operational Definition of Terms

Benefits and incentives – It means to examine the significance and value of the factors that affects the on-the-job training of the students.

Competence – It pertains to the job knowledge, comprehension and professionalism of the respondents.

Cooperating firm – This refers to the industry, company or agency that partners the school for the actual training of the OJT students.

Linkage – It is the collaboration made between the school and the cooperating firm in the on-the-job training program.

On-the-job trainees – This term refers to the person or students who undertakes the on-the-job training program.

On-the-job training – This term refers to the program conducted by the cooperating firm, company or industry, sponsored by the school in order to expose the students to actual training.

Personality and Appearance – This pertains to the totality of the on-the-job trainees’ personal and social traits such as character, behavior, conduct and the like.

Problems encountered – These are the common problems faced by the OJT trainees while conducting their on-the-job training.

Training evaluation – This refers to the performance rating provided by the school and where grade is accomplish by the immediate boss of the trainees.

Work attitudes – It is the characters possesses and showed by the trainees towards training like resourcefulness, dependability and initiative.

Work habits – This refers to the acts used to be done by the trainees in the duration of the training program such as punctuality and regularity in attendance.