EXPLORING THE PERCIEVED FACTORS

1. BACKGROUND OF THE STUDY Education is an essential tool for personal and societal development. It plays a vital role in shaping individuals' values, beliefs, and attitudes towards themselves and their environment. In the Philippines, Technical-Vocational-Livelihood (TVL) education is a crucial program that aims to develop skilled individuals and enhance their employability. However, TVL Home Economics is still perceived as a female- dominated program, and male students' participation is limited.

2. The traditional gender roles in the Philippines often lead to gender stereotypes, where Home Economics is associated with female students, and male students are encouraged to take technical courses such as automotive or electrical technology. These stereotypes contribute to the underrepresentation of male students in TVL Home Economics, and limit their opportunities to develop skills in practical areas such as cooking, sewing, and other household management skills. This qualitative research aims to explore the perceived factors influencing male students' participation in TVL Home Economics. This study will focus on male students' perspectives and experiences in taking TVL Home Economics, and the challenges they encounter in pursuing the program. Understanding these factors can help educators and policymakers create 

3. more inclusive and gender-sensitive educational programs that cater to the diverse needs of male and female students. Through this study, the researcher hopes to provide insights that will contribute to the improvement of TVL Home Economics programs and encourage more male students to participate in practical courses that can enhance their skills and employability. This chapter presents an overview of the research problem, research questions, objectives, significance, scope and limitations, and the theoretical framework that guides this study. Overall, this study aims to provide a deeper understanding of the factors that influence male students' participation in TVL Home Economics, and to create recommendations for creating a more gender-inclusive educational environment.

4. RESEARCH QUESTION

5. 1. What are the experiences and challenges that male students encounter in pursuing TVL Home Economics? 2. How do male students perceive gender roles and stereotypes associated with TVL Home Economics?

6. SIGNIFICANCE OF THE STUDY This study will be beneficial to the following: Educators and policymakers. The study's findings can provide insights into the challenges and opportunities for promoting gender-inclusive  TVL Home Economics programs. Educators and policymakers can use the recommendations to create more effective and gender-inclusive TVL Home Economics programs that can cater to the diverse needs and aspirations of male and female students. Male students. The study's findings can help male students who are interested in pursuing TVL Home Economics by providing insights into the experiences and challenges that other male students have faced in the program. This knowledge can help male students make informed decisions about their education and career paths.

7. TVL Home Economics programs. Educators and policymakers can use the recommendations to create more effective and gender-inclusive TVL Home Economics programs that can cater to the diverse needs and aspirations of male and female students. Male students. The study's findings can help male students who are interested in pursuing TVL Home Economics by providing insights into the experiences and challenges that other male students have faced in the program. This knowledge can help male students make informed decisions about their education and career paths.

8. Parents. The study can also benefit parents and families by providing insights into the factors that influence male students' participation in TVL Home Economics. This knowledge can help parents and families support their children's educational aspirations and make informed decisions about their education and career paths. Researchers. The study can contribute to the growing body of knowledge on gender issues in education and TVL Home Economics. The study's findings can also inform future research and scholarship on gender-sensitive and inclusive educational policies and programs. Overall, the study's findings can promote gender equality and social inclusion in the field of TVL Home Economics, which can have broader implications for the education system and society as a whole.

9. THEORETICAL LENS This study is anchored to Social Cognitive Theory. This theory posits that human behavior is shaped by the interaction between  personal factors, environmental factors, and behavior. In the context of this study, personal factors may include individual motivations, interests, and aspirations of male students, while environmental factors may include cultural and social norms, school policies, and family expectations. Behavior refers to the decision to participate or not participate in TVL Home Economics. The social cognitive theory suggests that the decision to participate in TVL Home Economics is influenced by the interaction between these three factors. For example, a male student who is interested in cooking but faces social pressure to pursue more "masculine" fields may be less likely to enroll in TVL Home Economics. On the other hand, a male student who has supportive family members and a school environment that promotes gender equality may be more likely to pursue TVL Home Economics.

10. The social cognitive theory also emphasizes the role of self-efficacy, which refers to the belief in one's ability to successfully perform a task. Male students who have low self-efficacy in areas related to TVL Home Economics may be less likely to participate in the program. Conversely, male students who have high self-efficacy may be more likely to enroll and succeed in TVL Home Economics. The social cognitive theory also emphasizes the role of self-efficacy, which refers to the belief By using the social cognitive theory as a theoretical lens, this study can explore the complex in one's ability to successfully perform a task. Male students who have low self-efficacy in interplay between personal, environmental, and behavioral factors that influence male areas related to TVL Home Economics may be less likely to participate in the program. students' participation in TVL Home Economics. The theory can provide a framework for Conversely, male students who have high self-efficacy may be more likely to enroll and understanding the challenges and opportunities for promoting gender-inclusive policies and succeed in TVL Home Economics. programs in TVL Home Economics. By using the social cognitive theory as a theoretical lens, this study can explore the complex interplay between personal, environmental, and behavioral factors that influence male students' participation in TVL Home Economics. The theory can provide a framework for understanding the challenges and opportunities for promoting gender-inclusive policies and programs in TVL Home Economics.

11. RESEARCH DESIGN

12.  The study will employ a qualitative design, specifically utilizing perceptual phenomenology. Perceptual phenomenology refers to the subjective experience of perception and how individuals interpret sensory information from their environment (Chalmers, 2004). The research aims to explore the perspectives of grade 11 students regarding digital versus handwritten note-taking methods for learning.

13. PARTICIPANTS OF THE STUDY

14. The participants of this study will be the selected Grade 11 and 12 students from Kabacan National High School taking up the TVL – Home Economics Strand. The participants will be identified through the use of convenience sampling. This study will only include 10 selected male participants from the HE strand enrolled in SY 2022-2023.