V3I10P58

Graduates’ Perceptions of the Automotive Servicing Strand: Inputs for a Strengthened Curriculum Implementation

Rhea C. Maturan^1*, Rosemarie D. Paceño, PhD²

Abstract

This study evaluated the graduates’ perceptions of the Automotive Servicing Technical-Vocational-Livelihood (TVL) program of the Butuan City School of Arts and Trades (BCSAT), guided by the Context, Input, Process, and Product (CIPP) Evaluation Model. the study employed a qualitative case study, design using semi-structured interviews with selected graduates. Data were transcribed, coded, and analyzed through thematic analysis. The findings revealed that graduates perceived the curriculum as relevant in developing employable skills, supporting career aspirations, and enhancing technical competencies. The curriculum content, teacher competence, and work immersion experiences were viewed positively. However, several challenges were identified, particularly the inadequacy and outdated condition of tools, equipment, and learning resources, as well as the limited duration of work immersion. Graduates emphasized the importance of hands-on learning, performance-based assessments, and industry exposure. Based on the findings, an Automotive Servicing Curriculum Enhancement (ASCEP) was proposed to strengthen curriculum implementation, improve resources, and enhance graduate employability.

Keywords:

Automotive Servicing, Curriculum Evaluation, Employability, Graduates’ Perceptions.