Bridging Technical Vocational and Livelihood Module Learning Gaps on Shielded Metal Arc Welding Through Code-Switching

This study investigated the effects of the project designed to bridge learning gaps in the Strengthened Technical Vocational Education Program (STVEP) - Shielded Metal Arc Welding NCII. Through the introduction of code-switched self-learning modules (SLMs), the project sought to improve learners' understanding and academic performance by reducing the difficulties technical vocabulary presents. The study used stratified sampling to get the right number of respondents per STVEP schools. A quasi-experimental design was used, with 79 participants. Data collection involved scores from written work (quizzes, essays, reports), performance assessments, and final examination results. Pre- and post-implementation scores were compared using a T-test to establish whether there was a significant difference. A significant improvement in Written Work Percentage Scores was shown (M=11.229; SD=5.546; F(1,78)=-17.994, p≤.005) as well as in Performance Scores (M=-4.37848; SD=5.27115; F(1,78)=-7.383, p≤.005). Moreover, Quarterly Scores manifested more competency growth (M=90.0380; SD=2.74768). The study found that the main problem for completing a task was technical vocabulary - 91.5% of the respondents experienced this challenge. After intervention, it was shown that 92.1% of learners were more independent when performing tasks. This suggests the effectiveness of code-switched SLMs in improving comprehension, skills acquisition, and learner autonomy. The findings, therefore, suggest that technical vocational education may have relevance for enhancement through linguistic adaptations.