Learning Space, Lifestyle Practices and Assessment of Teacher’s Teaching Quality: Implications on Academic Performance in Technical-Vocational Livelihood Subjects

Raquel A. Saab and Tarra Rose A. Deraya
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Raquel A. Saab: College of Hospitality Management, Lourdes College, Inc., Philippines
Tarra Rose A. Deraya: College of Hospitality Management, Lourdes College, Inc., Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 3543-3586

Abstract: The academic performance of students is a significant indicator of educational achievement and reflects the effectiveness of instructional delivery, school systems, and student engagement (Wang et al., 2022). Educational success is influenced by a variety of interconnected factors including the quality of teaching, learning environment, and lifestyle practices. Over the past decade, research has emphasized the growing importance of psychosocial and contextual factors that support student learning beyond mere content delivery (Rahmadi et al., 2023; Huang et al., 2022). However, much of the existing literature tends to focus on general education settings—such as basic education or higher education institutions—leaving a gap in understanding the unique dynamics experienced by students in technical-vocational and livelihood (TVL) tracks. These students often exhibit lower levels of academic motivation and engagement, frequently settling for minimal academic achievement (Domingo et al., 2024). Moreover, the pandemic has further disrupted learning experiences, adding new challenges that disproportionately affect students in more practice-based tracks like TVL (Navas et al., 2021). This study aims to explore the influence of learning space, motivation, lifestyle practices, and teaching quality on the academic performance of TVL students. By investigating these under-researched but critical components, the study contributes to the growing body of knowledge addressing the educational needs of learners in technical-vocational contexts, and proposes targeted strategies to improve their academic outcomes.

Date: 2025
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