An Analysis of Access, Completion, and Academic Success in TESDA Diploma Programs in Tourism and Hospitality in Negros Oriental

This study investigated students’ experiences in accessing and completing TESDA diploma programs and examined their relationship to academic success. Employing a descriptive-correlational research design, the study utilized stratified random sampling to select 280 TESDA diploma students. Data were collected through validated questionnaires and analyzed using percentage, mean, and Spearman’s Rank-Order Correlation. The findings revealed that the majority of respondents were female and in early adulthood. Overall, the students reported favorable experiences in both accessing and completing TESDA programs. Access-related factors were consistently rated high to very high, with family support and information awareness emerging as the strongest contributors. Other factors, such as geographical accessibility, academic preparedness, and community support, were also positively perceived, which stressed the importance of both personal and environmental influences in facilitating program entry. Similarly, completion-related factors reflected positive experiences, with administrative policies receiving the highest ratings, followed by responsibilities and financial considerations, suggesting that institutional structures play a critical role in sustaining student engagement. In terms of academic performance, students demonstrated achievement ranging from average to very good across TVET areas, with Front Office Services obtaining the highest mean score. Statistical analysis confirmed a significant relationship (p < .05) between students’ experiences and academic performance, indicating that more positive access and completion experiences are associated with stronger academic outcomes. Based on these findings, it is recommended that TESDA and partner institutions continue to strengthen information dissemination, family engagement, and support systems, while also implementing targeted academic interventions to enhance student competencies, particularly in areas where lower performance is observed.