Assessment Readiness of Grade 11 TVL-HE Students Through Enhance Simulation-Based Learning at Pinagtongulan Integrated National High School

Abstract

This study evaluated the effectiveness of enhanced simulation-based learning (SBL) as an intervention in improving the assessment readiness of Grade 11 students under the TVL-Home Economics strand at Pinagtongulan Integrated National High School for the School Year 2025-2026, particularly in preparation for the Food and Beverage Services (FBS) NC II certification. 

The study assessed students’ competencies in the six units of competency of FBS NC II namely, prepare dining room/restaurant area for service, welcome and take food and beverage order,  promote food and beverage product, provide food and beverage service to guests, provide room service, and receive and handle guest concerns. This also measures the extent of improvement in the students’ knowledge, skills, and confidence brought about by simulation-based learning. Additionally, the study also explored the challenges encountered by students during the implementation of simulation-based learning activities.

A quantitative descriptive research design was employed involving 39 Grade 11 TVL-HE students from Pinagtongulan Integrated National High School. Data were collected using a validated three-part survey questionnaire based on TESDA standards. Descriptive statistics such as weighted mean and ranking were used to analyze the data

The findings revealed that Grade 11 TVL-Home Economics students have a satisfactory to high level of competencies in preparing for the Food and Beverage Services (FBS) NC II assessment which indicates that students already possess the foundational knowledge and skills required in FBS. HE 11 students also demonstrated a significant level of improvement in their assessment readiness, particularly in terms of skills and confidence, indicating that SBL is an effective strategy in bridging the gap between theoretical knowledge and actual performance. The intervention also fostered active engagement and enhanced students’ ability to perform tasks aligned with industry standards. However, challenges such as time constraints and pressure, and varying levels of student participation were identified during the implementation process.

Based on these findings, the study recommends the continuous integration of enhanced simulation-based learning in the TVL-HE curriculum to strengthen assessment readiness for FBS NC II, the conduct of regular mock assessments to simulate actual TESDA evaluation, the provision of adequate resources and structured time for simulation activities, and the development of support mechanisms to address identified challenges.