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CHAPTER I
The Problem and It’s Background
Introduction
Education is an important means by which an organized society achieves stability
and prosperity. Through the process of Education, the citizens are imbued with proper
attitudes, values and aspirations, necessary to gain knowledge and skills that will help
them achieve maximum self realization. Our own Congressional Commission on
Education (EDCOM) has recognized the crucial importance of Education when it stated
in the preface to the official EDCOM report: “Education is essential to our life as a
nation. This is the truism that bears endless repetition”1 And professional educators
know very well that the word “Learning” implies both teaching and learning.
The Philippine Educational System was before patterned from both Educational
Systems of Spain and United States of America. But as the time goes by, different
technologies spawned. The Department of Education proposed a new educational
system, along with that the new curriculum for all students. This will be the answer for
the demand for manpower that will help for the country’s development.
The end goal of Philippine Education is to produce Filipinos who respect human
rights, whose personal disciplines are guided by spiritual and moral values and who can
exercise responsively their rights and duties as citizens.
Contrary to their concept, the Philippine Educational System has apparently failed
to produce the much-needed Filipinos for the country’s social and economic
1 Excerpt from the Preface to the Official EDCOM Report (1992).
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development. The demand for learning especially in the world of work has altered.
Background of the Study
Technology and Livelihood Education (TLE) is one of the learning areas in
Secondary Education in the Philippines. As a subject in high school, it basically tackles
the basic fundamentals of technicalities that can be found in people's everyday life. Also,
with the ever emerging Philippine Technology, students were also taught the need to
know about the growing industry to hands-on activities and creativity projects. TLE
provides High School students with practical experiences, technical knowledge and
expertise in Home Economics, Agri-Fishery Arts, Industrial Arts, and Information and
Communication Technology (ICT).
Technology and Livelihood Education intends to develop knowledge, skills,
values, and attitudes that will prepare the students for entry into world of work. This will
enable the students to gain understanding and acquire competency in various activities.
The study of TLE needs redirection to suit to the conditions in today’s society and
to promote advancement in knowledge and respond to the needs of individuals, families,
and community. According to De Alca, The TLE as the 5 th learning area in the
curriculum is the “Laboratory of Life.”2 Among the learning areas, it is the most
experimental, interactive, interdisciplinary, vocational, politico-economic and Moral
Values. It is the learning area that provides the students quality time to demonstrate
practical knowledge and life skills that have been gained especially, the skills of
empathy, vocational efficiency and solving problem of daily life.
2 De Alca, Jocelyn De Asis, Factors related to the Performance of Secondary Students in Technology and Livelihood Education at La Navas National High School. Unpublished Master’s Thesis, 2008.
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The DepEd is vested with the authority, accountability and responsibility for
ensuring success to promote Quality Education. Quality Education can provide people
with the means to assess and construct their own values and provides a foundation for the
continued Education that is essential to personal and professional fulfillment.3
At the present setting in the Philippines, The Technology and Livelihood
Education is under the Technical-Vocational Program (Tech-Voc). Technical-Vocational
Education offers Technical and Vocational courses to basically enhance and develop their
skills. The Department of Education (DepEd), represented by Secretary Bro. Armin
Luistro said in the column entitled “Education and Home” for November 10, 2010 issue
of The Philippine Star:
“DepEd believes that the tech-voc high school program will play a significant role
in raising the quality of high school graduates in the country toward employment
here and abroad or toward entrepreneurship. Through it, they can contribute
more significantly to revenue generation, jobs creation, and to national
development as a whole.”4
DepEd continues to raise the quality of the Tech-Voc program through the
provision of Competency-Based Curriculum, Teacher’s Training, acquisition of physical
facilities, development of instructional materials, and other logistics support.
Also, The Technical Education and skills Development Authority (TESDA),
works hand in hand with DepEd in encouraging the full participation and mobilization of
the industry’s labor and Tech-Voc Education in the development of the country’s human
resources.
3 Aquino, Gaudencio V., Effective Teaching, 3rd Ed., National Book Store, 2006, p. 488.4 Ibid, p. 9.
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As a means of achieving the goal of Quality TLE, the researchers is motivated to
pursue this study to identify the Techniques and Strategies of Teachers in Teaching
Different Areas in TLE in Public High School.
How would these be done? It will begin with the Teacher’s Effectiveness in
Teaching. The concern for Teacher’s Effectiveness is underscored in the Education Act
of 1982 which provides, among other things, that students in schools have the “right to
receive, primarily through competent instruction, relevant quality education…” The same
law provides that “every Teacher shall be accountable for the efficient and effective
attainment of specified learning objectives…”5
Let us start with the conceptualization of Teaching, Teaching is a science as it
involves a systematic process of instruction guided by established theories, principles,
and approaches that make teaching effective.6 It is a cycle of instruction that is based on
theories, principles and approaches that will result in effective teaching. There is a
tremendous semantic confusion in the use of such words as strategies, techniques, and
methods. Strategies are the plans intended for accomplishing specific goals.7 Techniques
are the day to day activities which the teacher may design for a particular lesson.
And Methods are the overall procedure or process to achieve certain goals.8 It is now
clear that the three are interchangeably used in education.
5 Aquino, Gaudencio V., Effective Teaching, 3rd Ed., National Book Store, 2006, p. vii.
6 Acero, Victoria O., et. Al., Principles of Teaching I, 1st Ed., Quezon City: Rex Bookstore, Inc., 2007, p.12.
7 Herman, Gregorio, Principles and Methods of Teaching, 3rd Ed., Quezon City: R. P. Garcia Publishing Co., 1996, p. 4. 8 Dhand, Harry, Techniques of Teaching, 1st Ed., New Delhi: APH Publishing Co., 2008, p. xiv.
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Strategies are used in different strokes and advances to expand and raise goals and
undertaking for both the teacher and advances to expand and raise goals and undertaking
for both the teacher and students. It is a means to set off and develop the students’ skills
and in depth knowledge of what had to be learned according to their interests and
intelligence. It has a direct pressure on how the students learn and what skills they need
to develop. Hence, it has been purposeful to strengthen and intensify the awareness of
students in every topic to be understood.
Aside from using new technology, a teacher needed to use different strategies and
techniques to get hold of the attention of high school students. There were many ways of
applying strategies to High School Students. But a teacher must know the most effective
approach to be used to a particular kind of learner. According to Lardizabal, A Teacher
should realize individual differences among students and put himself in the position to
meet them through a variety of strategies.9
In other schools, it is common problem of the teachers if what are the strategies
suited to arouse students’ interest. According to Tenedero, the problem raised when the
Teachers were left behind by the innovations in Education.10 Many Teachers didn’t care
for someone exerted no effort to think which could be more appropriate learning style or
strategies for their school or grade level.
According to Aquino, at the end of every subject, the teacher must developed the
students’ cognitive learning, his intellectual skills will developed; Affective learning,
9 Lardizabal, Amparo S., et. Al., Principles and Methods of Teaching, 3rd Ed., Quezon City: Phoenix Publishing House, Inc., 1991, p.6.
10 Tenedero, Henry A., et. Al., Creating an Enhanced Learning Environment through Individual Learning Styles, Second National Conference 2001, Philippine Trade and trading Center, Quezon City: Rex Bookstore, 2001.
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deals with attitudes, motivation, willingness to participate, valuing what is being learned,
and ultimately incorporating the values of a discipline into a way of life; and
Psychomotor Learning, focuses on performing sequences of motor activities to a
specified level of accuracy, smoothness, rapidity, or force.11
Theoretical Framework
This study was anchored on the theory of self-activity formulated by John Dewey
which is based on the idea of learning by doing, reacting or experiencing. This theory is
evident in the new philosophical approaches in Philippine education where in the first
approach introduced is the work-oriented curriculum which aims to develop work values
of creativity and employability of the individual.12 This concept calls for a real work
experience. The love for work must be stressed or develop by the TLE teachers.
B.F. Skinner’s Behaviourism in Modification which stresses the stimulus-
response approach to learners.13 The teachers should be aware that a positive stimulus
should be presented to the study in order to achieve the desire outcome.
Bandura’s Social Learning Theory stresses the observational learning where a
response is linked with a stimulus after a person sees the consequences of another
person’s responses.14 The teacher should manifest a type of personality considered as a
true model for the students to emulate.
11 Aquino, Gaudencio V., Effective Teaching, 3rd Ed., National Book Store, 2006, p. 30.
12 Elevazo, Aurelio O., Fundamental Philosophies of Education, National Book Store, 1995, p. 115. 13 Halfied, Mary, et. Al., Mathematics Methods for the Elementary and Middle School, Boston: Allyn and Bacon, 1993, p. 40 14 Ibid, p.42.
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Erickson’s Theory of Development and Sullivan’s Observation on the self-
concept stresses the importance of making students feel confident about their own
ability.15 The teacher should encourage the students to perform an activity for its own
sake and for their personal growth and satisfaction.
Kolb’s Theory of Experiential Learning states that, Learning as "the process
whereby knowledge is created through the transformation of experience”.16 The students
cannot only learn in the four corners of a classroom, the teacher should not teach with the
theories only but instead he/she must let his/her students experience it.
Bruner’s Theory of Cognitive Constructivism states that, Learning is an active
process: Direct experience, making errors, and looking for solutions are vital for the
assimilation and accommodation of information. How information is presented is
important. When information is introduced as an aid to problem solving, it functions as a
tool rather than an isolated arbitrary fact. Learning should be whole, authentic, and real
the students are engaged in the true to life experience in a classroom.17 The school should
have adequate facilities and equipments to help the students learn from the real thing.
Reigeluth’s Theory of Elaboration states that, content to be learned should be
organized from simple to complex order, while providing a meaningful context in which
subsequent ideas can be integrated. 18 The Teacher should teach theory, principles, and
15 Tianero, Letecia C., et. Al., Getting the Best out of your pupils through Motivation, The Modern Teacher, Volume XLIII, No. 9, 1995, p. 364.
16 Kolb, David A., ‘Experiential Learning: Experience As The Source Of Learning And Development' , 1984, p. 41. Retrieved http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf, August 20, 2012.
17 Piaget, John, Congnitve Constructivist Theroy. Retrieved from http://viking.coe.uh.edu/~ichen/ebook/et-it/cognitiv.htm, August 20, 2012. 18 Reigeluth, C. (1992). Elaborating the elaboration theory. Educational Technology Research & Development, 40(3), 80-86. Retrieved from http://www.learning-theories.com/elaboration-theory-reigeluth.html , August 20, 2012.
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procedures of the topic first. Then, after the student learned the basic theories, let the
student choose the theory, principle and procedure of the topic to be elaborated.
Vygotsky’s Social Development Theory argues that social interaction precedes
development; consciousness and cognition are the end product of socialization and social
behavior.19 A constructivist teacher creates a context for learning in which students can
become engaged in interesting activities that encourages and facilitates learning.
The teacher does not simply stand by, however, and watch children explore and
discover. Instead, the teacher may often guide students as they approach problems, may
encourage them to work in groups to think about issues and questions, and support them
with encouragement and advice as they tackle problems, adventures, and challenges that
are rooted in real life situations that are both interesting to the students and satisfying in
terms of the result of their work. Teachers thus facilitate cognitive growth and learning
as do peers and other members of the child's community
Brown’s Cognitive Apprenticeship is a theory that attempts to bring tacit
processes out in the open. It assumes that people learn from one another, through
observation, imitation and modeling.20 The Teacher demonstrates a task explicitly, and
the students build a conceptual model of the task at hand.
19 Vygotsky, Lev, Social Development Theory. Retrieved from http://www.learning-theories.com/vygotskys-social-learning-theory.html, August 20, 2012. 20 Brown, Collins, and Newman, Cognitive Apprenticeship. Retrieved from http://www.learning-theories.com/cognitive-apprenticeship-collins-et-al.html, August 20, 2012.
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Figure 1. Shows the conceptual framework of the study. The inputs or the data for the
study were collected representing selected personal variables for students, students’
feedback on the implementation of teaching strategies, activities and perceived adequacy
of facilities and equipment, and the students’ feedback in terms of the skills acquired,
attitudes/values towards technology and the world of work. The same figure shows that
the inputs were descriptively analyzed to present the efficiency level of the technology
program based on the experiences of the respondents or the perspective of the technology
teachers as program implementers and students as program beneficiaries.
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Statement of the Problem
This study aimed to assess and describe the Techniques and Strategies of
Teachers in teaching different areas in Technology and Livelihood Education in Public
High School.
Specifically, the study sought to answer the following questions:
1. What is your teacher’s profile?
1.1 Sex
1.2 Age
1.3 Educational Attainment
2. Which of these areas of TLE are you currently taking up?
3. What techniques and strategies are used by the teacher?
4. Is there any significant relationship between the Teachers’ and Students’
responses on the Techniques and Strategies?
5. What are the things that they use when they teach?
5.1 Resources and Materials
5.2 Facilities and Equipment
6. Is there any significant relationship between the Teachers’ and Students’
responses regarding:
6.1 Resources and Materials
6.2 Facilities and Equipment
7. What are the things developed by the students in learning different areas in TLE?
7.1 Skills
7.2 Values
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8. What are the problems that the Teacher and Student encountered in the Learning
Process of TLE?
9. What are the solutions to the problems met?
10. Is there any significant relationship between the Teachers’ and Students’
responses on solutions to the problems encountered?
11. If you are going to assess/evaluate the performance of your teacher in teaching the
subject, how are you going to rate him/her?
5- Outstanding
4- Very Satisfactory
3- Satisfactory
2- Fair
1-Needs Improvement
Null Hypotheses
The Null Hypotheses tested in this study were:
1. There is no significant relationship between the Teachers’ and Students’
responses on the Techniques and Strategies.
2. There is no significant relationship between the Teachers’ and Students’
responses regarding:
2.1 Resources and Materials
2.2 Facilities and Equipment
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3. There is no significant relationship between the Teachers’ and Students’
responses on solutions to the problems encountered.
Significance of the Study
This study will benefit the following:
Technology and Livelihood Education Teachers. The findings of this study
would equip the teachers with the skills they would need to handle Technology and
Livelihood Education effectively.
Students. Results of this study will lead to the student’s improvement of their
studies and academic performance to the best of their potentials.
Parents. Results of this study may provide parents a feedback on the nature of the
classroom performance of their children through their teachers who may offer some ways
for children to strive more on their TLE subject.
The Community. This study is important because it can help the community;
particularly the officials and members of the Parents-Teacher Community Association
(PTCA) understand better the parents’ obligations and responsibilities in school.
Administrators. The results of this study will serve as an eye-opener to
administrators for effective planning, direction or guidance by encouraging teachers to
use more applicable, suitable, and effective methods and strategies which will improve
their teaching abilities and performance.
Educational Institutions. Results of this study can provoke educational
institutions to assess the student’s performance in Technology and Livelihood Education
in order to develop desirable attitudes and values which will contribute to effective
personal, family, and community living.
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Future Researchers. The results of the study may reveal insights that will help
future researchers realize the goals of their studies. They may use the data of this study to
come up with a bigger and wider spectrum about the subject.
Scope and Limitation of the Study
This study focuses on the Techniques and Strategies of Teachers in Teaching
different areas in Technology and Livelihood Education in Public High School. The
respondents are the third and fourth year students of Ernesto Rondon High School.
I. Definitions of Terms
For better understanding of this study, the following words are defined
operationally.
Affective Learning. It includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and
attitudes.
Age. It is a period of human life, measured by years form birth, usually marked
by a certain stage or degree of mental physical development and involving legal
responsibility and capacity.
Cognitive Learning. It involves knowledge and the development of intellectual
skills. This includes the recall or recognition of specific facts, procedure, and concepts.
Competency Based Curriculum. It is a framework or guide for the subsequent
detailed development of competencies, associated methodologies, training and
assessment resources.
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Education. It is the aggregate of all processes by which a person develops ability,
attitudes, and other forms of behaviour of practical values in the society in which he
lives.
Effectiveness. It is the capability of producing a desired result. When something
is deemed effective, it means it has an intended or expected outcome, or produces a deep,
vivid impression.
Gender. It is used to describe the characteristics, roles and responsibilities of
women and men, boys and girls, which are socially constructed. Gender is related to how
we are perceived and expected to think and act as women and men because of the way
society is organized, not because of our biological differences.
Innovation. It is the creation of better or more effective products, processes,
services, technologies, or ideas that are readily available to markets, governments, and
society.
Psychomotor Learning. It includes physical movement, coordination, and use of
the motor-skill areas.
Strategies. Are the plans intended for accomplishing specific goals.21
Teacher. It is a symbol of learning, a leader of learners, and a miracle to
education. They are the main source of inspiration for the next generation. They are the
ones that reach for the sky to get what our students need.
21 Herman, Gregorio, Principles and Methods of Teaching, 3rd Ed., Quezon City: R. P Garcia Publishing Co., 1996, p.4.
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Teaching. It is a science as it involves a systematic process of instruction guided
by established theories, principles, and approaches that make teaching effective.22
Techniques. Are The Day To Day Activities Which The Teacher May Design For
A Particular Lesson.23
Technology. It is the making, modification, usage and knowledge of tools,
machines, techniques, crafts, systems, methods of organization, in order to solve a
problem, improve a pre-existing solution to a problem, achieve a goal or perform a
specific function.
Technology and Livelihood Education (TLE). It s one of the learning areas in
Secondary Education in the Philippines. Technology and Livelihood Education intends to
develop knowledge, skills, values, and attitudes that will prepare the students for entry
into world of work. This will enable the students to gain understanding and acquire
competency in various activities.
Technical Vocational Education. It is demonstrated and acknowledge
development of knowledge, skills and attitudes necessary for a place in the workforce, at
levels ranging from pre-trade to a Para-professional.
22 Acero, Victoria O., et. Al., Principles of Teaching I, 1st Ed., Quezon City: Rex book store, Inc.,
23 Dhand, Harry, Techniques of Teaching, 1st Education., New Delhi: APH Publishin Co., 2008, pxiv.
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CHAPTER II
Review of Related Literature and Studies
In this chapter, Review of Related Literature and Studies are divided into four
parts, Foreign Literature, Foreign Studies, Local Literature and Local Studies.
Local Literature
Curriculum Development
According to Gonzales, from a National outlook the High School or Secondary
Level should have as it aims the preparation of students either for Technical Vocational
17
or for University studies. He added that the Vocational Curriculum should include more
than a mere basket-weaving or pig raising; it should be well designed to prepare the
student in Technical field and not simply to give him what he perhaps could learn better
at home. 24
For Palma, the Curriculum is not static. It is always tentative and is meant to
undergo a process of development to bring it even higher levels of effectiveness. The
concurrent process of planning and implementing, evaluating, and revising the
curriculum goes on in a never ending cycle.25
He added that for Curricular change to be positive and result in development it
must have the following characteristics:
1. It must be purposeful. Objectives must be clearly specified.
2. It must be planned. It must be systematic, sequential, and executed over a
period of time.
3. It must be progressive. It must bring improvement.
Bacani, P. and Barba, B. stated that in order to make Education more relevant to
students’ future life goals and potential curriculum should be geared towards career
education. They added that when this program is properly integrated into the Educational
System it can help teachers make the basics more relevant to the world of work and each
student career interest and potential.
24 Gonzales, P, Higher Education: Its meaning and Importance, Phoenix Publishing House, 1983.
25 Palma, J, Curriculum Development System, National Book Store: Manila, 1992.
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Based on the Primer on the SEDP (Secondary Education Development Program),
the program consists of curriculum, staff and physical facilities development designs to
achieve the following objectives:
1. To improve the quality of Secondary graduates and the internal efficiency of
the system.
2. To expand access to quality Secondary Education; and
3. To promote equality in the allocation of resources specifically at the local level.
Under this program the students shall:
a. Obtain knowledge and form desirable attitudes for understanding the
nature and purpose of man, therefore, of one’s self, one’s own people and other
races, places and time.
b. Developed skills in higher intellectual operations and more complex
comprehension and expression activities, and in thinking intelligently and
critically and creatively in life situations.
c. Broaden and heighten one’s abilities in and appreciation for the arts, the
science, and technology as a means for maximizing one’s potentials for self-fulfilment
and for promoting the welfare of others.26
“The Primary task of education is to develop the individual to his maximum
potential so that he can effectively live in an increasingly complex society”, a speech of
Secretary Juan Manuel of DECS in the conference of the Philippine Society for
26 Primer on the Secondary Education development Program.
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Curriculum Development held at the Teacher’s Camp, Baguio City.27 These Statement
capsulate two major concerns of education: Individual and Society. Through education
the maximum potential of the individual is developed. Through education the upliftment
of society is enhanced and assured.
Education in the Philippines may be characterized as dynamic and forward
looking.28 It is dynamic in that is sensitive to the major movements in education, is aware
of community problems, and is cognizant of the need to continually revitalize itself in
order to become relevant and vital factor in national development. It is forward looking
because it is ever alert to consider new ideas, new concepts, and new ways of doing
things.
Technology and Livelihood Education Program
Technology and Livelihood Education is one of the subjects offered in the
secondary schools. The subject is intended to provide classroom and practical work
experience that will enable the students to gain understanding and acquire competencies
in various activities as they relate to Home Economics, Agricultural Arts, Industrial Arts
and Entrepreneurship. This subject covers home and family living, housing and family
economics, foods and applied nutrition and basic clothing. Practical work experiences
include managing the household, caring for the sick, preparing and processing food,
simple sewing and other allied activities. Academic subjects must be applied in the home
economics program, especially consumer and homemaking classes that study the cultural
27 Aquino, Gaudencio V., Curriculum Planning for Better School, Revised Ed., Rex Publishing Co., 1998, P. 436.
28 Ibid., p. 436
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differences and similarities in ways that will make the economics, social and cultural
principles more meaningful.
Home Economics programs needs redirection in order to reflect conditions in
today's society.29
According to Macarayan, the home and the family are still the center of the
mission of Home Economics, as a discipline. Peaceful and successful interrelationship,
because of the need to survive as a planet is going to be the new ethics for the 21st
century. Values formation is the focus of all disciplines and professions in the 21st
century. Home Economics may have to move towards a creative professional stance
where the professional seeks its own level. Home Economics program should be more
relevant to the needs of the times and has to focus more on research. It is only through
research that one can add to the existing body of knowledge in Home Economics and
improve its practice and application in the country.30
Local Studies
STUDENT RELATED FACTORS
GENDER
Several studies on the students’ performance revealed that there are significant
factors that affect it. For Etulle, in her investigation of the correlation of the competency
29 Sarmiento, Adorina M., Redirecting Home Economics in Secondary Education, The Modern Teacher. Vol. XLVII, No. 10, (March 1999).
30 Macarayan, Nerissa A., The CODHHEP 26th Annual Conference Workshop: A Shift to a New Paradigm In Home Economics.: Vol. XLVII, No. 10, (March 1999), p.36
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of freshmen college students of University of Baguio, she found out that gender did not
affect their competency level.31
On his study, Pacer pointed out that the magnitude of differences in the overall
intellectual ability between gender was not great. There had some differences between
men and women. However, their differences in the intellectual ability are caused by their
cultural differences.32
AGE
A study conducted by De Pano, said that younger people are more innovative
because of the spirit of adventure. The older ones especially those bidding their time for
their eventual retirement are likely to be inclined in the status quo.33
Age composition determines in a large measure the social roles of the
population, the degree range and direction of their vertical and geographical movement,
their adaptability to new situations, the extent, and the nature of their participation.
31 Etulle, C, Correlation of competency of freshmen college students of the University of Baguio. Unpublished Master’s Thesis, University of Baguio, 1995.
32 Pacer, Melchor G., Correlates returning students achievements in College of Industrial Education. Unpublished Master’s Thesis, Technological University of the Philippines-Manila, 2002.33 De Pano, Evangeline C., The Effectiveness of Industrial Education Graduate of the Three public institutions in Metro Manila. Unpublised Master’s Thesis, Technological University of the Philippines, Manila, 1992.
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INTEREST OF THE STUDENTS
In his study about “Interest and Needs in Industrial Arts of Grade Six Boys in
Public Elementary School in the Division of Albay”, Payno stated that the program of
Industrial Arts Instruction can be effective only if it meets adequately the pupils needs
and interests; if there is correspondence between the pupils’ interest and needs; when the
activities are considered interesting and are useful to the pupils’; and if wholesome
attitude towards Industrial Arts can be developed. When the teacher has a good need and
interests in his/her school work and understand the needs and interests in his/her school,
Industrial Arts Instruction will also be effective.34
TEACHER RELATED FACTORS
GENDER
Several studies are conducted to find out if gender affects the Teacher’s teaching
characteristics. According to Jeraplasen, she concluded a study on personal teaching
characteristics and pupils achievement in Mathematics as a basis for teacher development
programs. In her study, she uses Gender as one of the variables in the personal profile.
Based on her findings, she found out that teaching profession is always dominated by
woman, a finding that is similar to Gahite.35
34 Payno, Solomon J., Interests and Needs in Industrial Arts of Grade Six Boys in the Public Elementary School in the Division of Albay. Unpublished Master’s Thesis, Bicol Teacher’s College, 1996, p. 24. 35 Jeraplasen, Teresita L., Personal Teaching characteristics and pupils performance in Mathematics as a basis for Teaching development program. Unpublished Master’s Thesis, Union College of Laguna, 1999.
23
According to Bael, she revealed that gender is undoubtedly the most intensely
eagerly studied individual differences.36
According to Fehr, as cited by Muvises, The D.C. Clelland’s Theory of
Achievement and Motivation, pointed out that high need achievers tend to be
independent or autonomous in performance and decision making. They like to take
responsibility for their actions. Males would like to be practical, shrewd, assertive, and
dominating while females would like to be moving affectionate and impulsive.37
AGE
According to Callo’s studies, the relationship of age and enthusiasm among
teachers in State Universities in Metro Manila. These variables obtain a negative
regression coefficient. This inverse relationship implies that the younger the teacher, the
greater is his/her enthusiasm toward teaching technology subjects. His findings support
the general observation that the older the teacher, the more they tend to loss enthusiasm
on modern technology because of its complexities that change at a quick pace, almost
requiring a rapid adaptation on the part of the users. He added that younger teachers
36 Bael, Thelma D., Determinant of the work attitude and performance in the Secondary Schools in Manila: Basis for the staff development. Unpublished Master’s Thesis, Technological University of the Philippines, Manila, 2003.
37 Muvises, Dhirwatra, Effects of Administrators Transformational and Transactional Leadership Styles on the following Competencies and Job Satisfaction of Instructors of Vocational Colleges in Thailand. Unpublished Doctoral Dissertation, Technological University of the Philippines, Manila, 2003, p. 68.
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showed greater interest, enthusiasm, propensity, acceptability, and creativity towards
technology.38
Lehman, as cited by Naga, believed that younger people are more creative that
the older ones. In her study, she found out that the age at which creativity can be seen in
34 years old.39
Galilea said that age creates more experiences and those experiences are generally
accepted as great teachers. A person who occupies an executive position may perform
not as fast as she/he can, but can perform the task more meaningful and efficiently.40
AREA OF SPECIALIZATION
According to Vongyuttakrai, teacher who are given assignments based on their
areas of specialization are given added trust and confidence vis-a-vis their expertise along
their fields of specialization.41
TEACHING STRATEGIES USED IN TEACHING
38 Callo, Ernesto B., Technology orientation in State Colleges and Universities in Metro Manila: Perspective for human resource development. Unpublished Master’s Thesis, Technological University of the Philippines, Manila, 1997, p. 40.
39 Naga, Rowena A., Competency of Teacher Major in Technology and Home Economics and Mathematics related subjects in Private High School in Liliw and Nagcarlan District SY 2003-2004. Unpublished Master’s Thesis, Laguna, 2004, p. 19.
40 Galilea, Ofelia A., Effects of Public School Executives, Functions and Skills on Organizational Performance. Unpublished Doctoral Dissertation, University of the Philippines, Diliman, Quezon City, 1997, p.49.41 Vongyuttakrai, Pairust, Professionalism among Faculty Member of a State University: Its determination and relationship to Faculty Performance. Unpublished Dissertation, Technological University of the Philippines, Manila, 1996, p. 46.
25
Naga, cited Maroma’s study of the proficiency of Industrial Arts Teachers. His
findings are as follows:
a. Not all teachers covered the areas of Industrial Arts.
b. The respondents used the right methods in teaching Industrial Arts.
c. There was inadequacy of shop tools based on the assessment of the
respondents.
d. No significant relationships existed between the activities in Industrial Arts and
the manpower requirements of the service area.
e. Teachers were found proficient in teaching Industrial Arts.42
Teachers are highly interested in how well the learners do in the classroom;
hence, they always like to be updated with the newest trends and methodologies of
teaching to make their classroom lively, dynamic, conducive to learning and influential.43
Survey enumerated various teaching methods which can be used by classroom
teachers. They are as follows: use of lecture, lecture-forum, panel, debate, film method,
slideshows method, prepared videotapes, drills demonstration, group discussion,
brainstorming, case study, mini-case study, graphic method, role playing and use of
games. The writer added that there is no known best methods of teaching but a teacher
42 Naga, Rowena A., Competency of Teacher Major in Technology and Home Economics and Mathematics related subjects in Private High School in Liliw and Nagcarlan District SY 2003-2004. Unpublished Master’s Thesis, Laguna, 2004. 43 Ibid., Local Studies.
26
can blend all teaching approaches and methodologies and use the most appropriate one
for his/her lessons.44
SCHOOL RELATED FACTOR
ADEQUACY OF FACILITIES AND EQUIPMENT
According to Sillantoc, the physical facilities have much significant effect on the
quality of education. It is not only the student who will suffer in that situation but also
the Teacher, who are the ones who teaches the students. It can affect the students’
academic performance, and the Teachers’ strategies of teaching.45
Pagram as cited by Castro, stated the site, buildings, furniture, and multi-media
equipment as the physical assets of the school. To attain the objectives of teaching and
learning to a minimum degree, the existence of these resources is very crucial.
Overcrowded classrooms and structurally unfit school buildings undermine students’
achievement and compromise the safety of staff and students as well.46
Foreign Literature
The Materials below represent below the concepts that strengthened the need to
undertake the present study.
44 Ibid., Local Studies.
45 Sillantoc, Marie D., Factors affecting the Quality of Education in Public Elementary School in the Cordillera Administrative Region. Unpublished Master’s Thesis, Baguio Central University, 1995, p. 20. 46 Castro, Salud N., Technology Orientation and Technology Education Initiative Practices of School Principals in the Division of Laguna, Unpublished Doctoral Dissertation, Technological University of the Philippines, Manila, 2004, p.46.
27
Cited by Yuzon in his study, Balmores defined Quality Education as the best
education that money can buy in terms of facilities as well as of academic standards and
traditions developed over time.47 This definition implies that quality education is viewed
in terms of Educational inputs and outputs. This means that the educational quality
should be evaluated by looking at the condition (inputs) that are believe to be necessary
and desirable to produce Educational Quality and by looking at evidence (outputs)
whether the institution of programs does indeed achieve Educational Quality.
According to Zwaenepoel, Education in the Philippines just like in some other
countries is a preparation for the higher educational level and in many cases, not for the
world of work and the realities of Life. This therefore, calls for reorientation of
curriculum to meet the needs of industry and the work environment.48 For Education
Sector, this also calls for making the student more employable and suitable to the
demands of society.
Foreign Studies
Curriculum offerings are vital in any institution. Adams, conducted a study about
the plans of Belizean High School students’ post secondary plans. The aim of the study
was to help the Belizean Ministry of Education, Youth and Sports.
The results of the study indicated that the most common preferred destination for
these students immediately after high school was 6th Form and then attend a university.
47 Yuzon, N., A Comparative study of the Academic Performance and the NSAT scores of Students in both Public and private schools in Angeles City. Unpublished Master’s Thesis, Holy Angel University, 1996.
48 Zwaenepoel, P., Sociology of Education, Department of Developmental Education, Graduate School of Arts and Science, University of Santo Tomas, Manila, 1977.
28
Many students’ beliefs about what they will probably do after high school differed from
what they want most to do. The students were more likely to say that they will probably
go to work (either immediately after high school or after 6 th Form) and less likely to go to
University.
Belizean High School students most frequently requested training in additional
educational options in subjects related to business, such as accounting, economics,
finance, and banking, and they want to pursue careers in business and tourism.49
Efficient teachers and able administrators are paramount in an effective school.
In a study conducted by Powell, the researcher explored how the behaviours and practices
of the principals of various schools in Virginia, USA, influence and contribute to the
success. The findings led to some of the following conclusions: the vision of the
principal is paramount for school success, the culture of the school must be as nurturing
to teachers as the students; the teaching of curriculum is foremost.50
Squire, explored and described the vocational training needs of rural youth in
Botswana. The objectives were to: (1) describe the demographic characteristics of out-
of-school youth in the age of 10-18 years. (2) identify the out-of-school youth vocational
training needs, and (3) describe the problems the out-of-school youth face in rural areas.
The findings showed that the majority of the respondents were in the age group of
16-18 years. 55% female, 63% single, 52% had only primary education, and 60% were
unemployed. The majority of the youth (51%) chose careers in the farm trades, and the
49 Adams, Samuel C., A Descriptive study of Belizean High School student’s post secondary plans. 2003. 50 Powell, Susan T., Leadership and School Success: The Practices and Behaviour of Principal in Successful at risk schools. 2004.
29
plurality (16%) chose to pursue careers in building and construction trades. Other career
options were not popular among the youth for training.
The youth identified the lack of educational facilities, employment security,
recreational facilities, health education, decision-making opportunities and access to land
as major problems affecting them in rural areas.
It was recommended that government and non-government organizations should
provide vocational training in farm trades, establish youth clubs, provide leadership,
financial and logistical support for the youth to develop and manage self-sustaining
enterprises that can create employment in the rural areas.51
Griffith and Wade, worked on a study of The Relation of High School Career and
Work-Oriented Education to Postsecondary Employment and College Performance, A
Six-Year Longitudinal Study of Public High School Graduates in Maryland, USA.
Employment and college enrolment history of high school graduates of a large, suburban
school district was examined.
Further, they noted the work of Ames (1979, 40). Survey results indicated that
graduate deans believed the following criteria (and related attributes) were most
instrumental to program quality such as quality of faculty, quality of incoming students,
resources, learning environment, curricula, and characteristics of recent alumni.52
Synthesis
51 Squire, P. J., A Survey of Vocational Training Needs of 10-18 years old out of School rural youth in the North East District of Botswana. Volume 25, Issue 2, 2000. 52 Griffith, Jane and Wade, Julie., The relationship of High School career and work oriented Education to Post secondary Employed and College Performance; A Six year Longitudinal Study of Public High School Graduates. Volume 26, Issue 3, 2001.
30
All of these Review of Related Literature and Studies are pertaining to Education.
It is important to review related literature and studies because it may help and guide the
researcher in making comparison between his findings with of other researches on similar
studies and literature with the end in view of formulating generalizations or principles
which are the contributions of the study to fund the knowledge.
The Local Literature reviewed the works of Gonzales, Palma, Bacani, and Barba
is about the Curriculum Development. Gonzales’ work is all about the Curriculum for
Technical Vocational Curriculum or the Preparation for Higher Education. Palma’s work
said that Curriculum in the Philippines is not static. Bacani and Barba stated that in order
to make Education more relevant to students’ future life goals and potential curriculum
should be geared towards Career Education. They added that it should be integrated to
the world of work and should be relevant to students’ career interest and potential. Based
on the SEDP, there are the following objectives to achieve like for the composition of the
curriculum, staff and Physical facilities development designs. On the other hand, the
subject Technology and Livelihood Education was discussed by Sarmiento and
Macarayan. Sarmiento discusses about the Home Economics programs needs. And
Macarayan, discusses the Home and Family as the “Centre of the Mission of Home
Economics, as a discipline.
Most of the Local Studies reviewed focused on the Student related factors,
Teacher related factors, and School related factors. For Student related factors, Etulle’s
and Pacer’s study find out that Gender did not affect the ability of the student. De Pano’s
study finds out that the younger people are more innovative than older people. Payno’s
31
study finds out that teaching Industrial Arts can be effective only if it meets adequately
the pupils need and interests.
For Teacher related factors, based on Jeraplasen’s study, she found out that
teaching is dominated by woman. Bael’s Study focused of the individual differences of
the teacher. Muvises’ study was pointing out that males would like to be practical,
shrewd, assertive, and dominating while females would like to be moving affectionate
and impulsive. Callo’s study, finds out that older teacher tend to loss enthusiasm, unlike
younger teacher shows greater enthusiasm. The study of Naga also is like Callo’s study,
but she added that the creativity can be seen at the age of 34 yrs. old. Galilea also said
that, age creates more experiences and those experiences are generally accepted as great
teachers. According to Vongyuttakrai, the teacher who given assignments based on their
areas of specialization are given added trust and confidence. Naga’s study teaching
strategies finds out that not all teachers covered all the areas of TLE, the respondents
used the right methods in teaching Industrial Arts, there is a lack of tools needed, and the
teachers are proficient in teaching Industrial Arts..
School related factor like adequacy of facilities and equipment. According to
Sillantoc, the physical facilities have much significant effect on the quality of education.
Pagram as cited by Castro, stated the site, buildings, furniture, and multi-media
equipment as the physical assets of the school. To attain the objectives of teaching and
learning to a minimum degree, the existence of these resources is very crucial.
Most of the concepts which can be gleaned from the Foreign Literature focused
on the importance of school, its basic concepts, characteristics of an effective school,
32
partnership of the school to the community and parent, good teaching practices and sound
curriculum.
The Foreign Studies reviewed the works of Adams, Powell, Squire, Griffin, and
Wade and Haworth and Conrad. Most of the mentioned authors wrote about the needs of
students ranging from good leadership, educational facilities, and expectations after
graduation in High School and program quality.
All these concepts are significant to the study because they expand the need for
curriculum to meet the pressing needs of the society. At the same time, the interests,
previous experiences, problems encountered by the learner are explicitly reviewed.
Further, the said chapter reviewed also the needs of schools specifically that of competent
teachers, good physical facilities, and administrative support.
The significance of the studies and literature then provides a strong basis for
which this current study is founded. For schools to be capable of offering Technology
and Livelihood Education, they must meet the above challenges.
The present study differs from the completed studies in terms of the inclusion of
integration of values, impression of the teachers to technology lessons and the teachers’
work place which includes the school, facilities and equipment, and environment.
Furthermore, the present study will make use of different instrument and treat the data
that will be gathered statistically.
33
CHAPTER III
Research Methodology
In this chapter, Research Method, Research Locale, Population Frame and Sample
Scheme, Sampling Technique, Description of the Respondents, Instrumentation,
Validation of the Questionnaire, Data Gathering Procedure, and Statistical Treatment
were presented.
Research Method Used
The Researchers used the Descriptive Research Method. Descriptive Research
describes and interprets “what is”. It reveals the conditions or relationship that exist or
34
do not exist, practices that are held or are not held; processes that are going on or
otherwise, effects that are being felt, or trends that are developing.53
According to Calderon, Descriptive Method of Research is a purposive process of
gathering, analyzing, classifying, and tabulating data about prevailing conditions,
practices, beliefs, processes, trends, and cause effect relationship and then making
inadequate and accurate interpretation about such data with or without the aid of
statistical methods.54
It attempted to describe the Techniques and Strategies of Teachers in teaching
different areas of Technology and Livelihood Education in Public High School.
Research Locale
Ernesto Rondon High School is the research locale of the study. It has a total of
28 sections in 3rd and 4th year level. In this study, the researchers choose only the 20 % of
each section
Population Frame and Sample Scheme
The population comprised of 825 3rd year students, 854 4th year students, a total of
1,679 students and 14 Technology and Livelihood Education Teachers. In computing the
number of respondents, the researchers used the Sloven’s Formula which is represented:
53 Estolas, Josefina V., et. Al., Fundamentals of Research, Manila: G. Miranda and Sons, Inc., 1973, p. 67-68.
54 Calderon, Jose F., et. Al., Methods of Research and Thesis Writing, Mandaluyong City: National Book Store, Inc., 1993, p. 61.
35
n = N 1+ (N*e2)
Where : n = Number of Respondents
N = Total Number of Population
e = Margin of Error
The number of respondents was determined using 5 % or 0.05 Margin of Error.
Applying the Sloven’s Formula:
To get the proportional allocation of the percentage, the researchers use the proportional
allocation formula which is represented:
Applying the proportional allocation formula to get the percentage:
36
n = N 1+ (N*e2)
n = 1,679 1+ [1,679(0.05)2]
n = 1,679 1+1,679(0.0025)
n = 1,679 1+4.1975
n = 1,679 5.1975
n = 323.03 or 323
% = nN
Where: n = Number of Respondents
N = Total Number of Population
% = Percentage
% = 323
1,679
% = 19.2 or 20 %
See Table 1 and 2 for the presentation of data in tabular form.
Table 1
Presentation of the Teacher Respondents
RESPONDENT MALE FEMALE TOTAL PERCENTAGE
Teacher 6 8 14 100%
This table will show the number of male and female teachers, the total and the
percentage.
Table 2
Presentation of the Student Respondents
THIRD YEAR SECTIONS
POPULATION PER SECTION
SAMPLE SIZE
PERCENTAGE
III-Platinum 53 11 20%III-Gold 59 12 20%III-Silver 61 13 20%
III-Titanium 55 11 20%III-Aluminum 62 13 20%
III-Iron 59 12 20%III-Lead 65 13 20%
III-Manganese 63 13 20%III-Neon 62 13 20%III-Nickel 58 12 20%III-Radium 62 13 20%III-Silicon 58 12 20%
III-Uranium 59 12 20%
37
III-Zinc 49 10 20%TOTAL 825 170 20%
FOURTH YEAR SECTIONS
POPULATION PER SECTION
SAMPLE SIZE
PERCENTAGE
IV-Diamond 53 11 20%IV-Ruby 68 14 20%IV-Agate 66 13 20%
IV-Amethyst 65 13 20%IV-Aquamarine 64 13 20%
IV-Emerald 64 13 20%IV-Feldspar 65 13 20%IV-Garnet 52 10 20%IV-Jade 64 13 20%IV-Onyx 58 12 20%IV-Pearl 58 12 20%
IV-Quartz 59 12 20%IV-Sapphire 59 12 20%IV-Turquoise 59 12 20%
TOTAL 854 173 20%
OVERALL TOTAL 1679 343 20%
Sampling Technique
The researchers used Probability Sampling specifically, Pure Random Sampling.
This type of sampling is one in which everyone in the population of the inquiry has an
equal chance of being selected to be included in the sample.55
A certain percentage of the population is to be selected. In this research, 20% of
each class is the sample size; the total sample size is 343 which are 20% of 1,679.
Therefore, if there are 53 students in a class, 20% of that is 11.
Description of the Respondents
55 Calderon, Jose V, et. Al., Methods of Research and Thesis Writing, Mandaluyong City: National Book Store, 1993, p. 170-171.
38
In this study, the process used was a survey of the responses of the 170 3rd and
174 4th year students of Ernesto Rondon High School located at Project 6, Quezon City
for the School Year 2012-2013. The other responses will be taken from all the members
of the faculty specifically those who are teaching Technology and Livelihood Education.
Instrumentation
The main instrument in gathering the necessary data is Questionnaire. Before
preparing the questionnaires, the researchers gathered information from books and other
sources such as published or unpublished theses in order to gain more knowledge and
insights about the study. The Questionnaire was based on the Questionnaire of Alejandro
Vitug. 56
Then all information related to the study was put together in a form of
questionnaire. Two sets of questionnaire were prepared, one for the TLE Teachers’ and
the other one for the students. Questionnaires intended for the TLE teachers include
information about the teacher’s name and gender, and highest educational attainment.
The areas of Technology and Livelihood Education which they are currently teaching,
techniques and strategies they are using, resources and materials, facilities and
equipment, skills and values developed, problems encountered and the solutions to that
problems, and the evaluation of their own teaching performance (See Appendix “B”).
Questionnaires intended for the students, include the student’s name, year and
section and gender. The area of Technology and Livelihood Education they were taking
up, techniques and strategies their teacher used, resources and materials, facilities and
56 Vitug, Alejandro, The TLE program of Holy Angel University, Angeles City, Unpublished Master’s thesis; Don Honorio Ventura College of Arts and Trades, Bacolor, Pampanga, 2008
39
equipment, skills and values they developed, problems they encountered and the
solutions to that problems.
Validation of the Questionnaire
The Validation of the Questionnaire is first done with the one fourth year student
teachers of College of Education, Polytechnic University of the Philippines. The
researchers give them a checklist to be answered if the question will be revised, retained,
or removed. After they validated it, the researchers made all the revisions. Then, the
researchers conducted dry run to two (2) TLE Teachers and five (5) 3rd year students of
the Ernesto Rondon High School.
Data Gathering Procedure
The Administration of the questionnaire was personally conducted by the
researchers. Permission was sought from the school principal who gladly accommodates
the researchers. The principal of the school told the TLE Department Head of that school
to assist the researchers. The TLE Department Head asked the researchers if they have
the questionnaires with them, they have. Since the topic is about TLE, The Department
head of TLE manage the distribution of the questionnaires to all the Faculty members of
TLE. At the same time, the TLE Teacher was given also the teacher’s questionnaire.
After all the distribution was done, the TLE Department Head told the researchers to go
back next day for the retrieval.
Statistical Treatment of the Data
As soon as the researchers gathered the pertinent data, they were complied, sorted
out, organized and tabulated. The data were subjected to statistical treatment in order to
answer the questions proposed in this study.
40
1. The Statistical Treatment used was the simple frequency and the
percentage. The Percentage can be computed by dividing the class frequency by the total
frequency.
Perc
Per
Percentage Distribution is a descriptive statistics used to determine the number of
respondents responding to a particular category against the total number of respondent.
2. Likert Scale. Based on Rensis Likert, a scale of 1 to 5 was used to
describe the performance of teachers in teaching TLE such as:
5 – Outstanding, 4 – Very Satisfactory, 3 – Satisfactory, 2 – Fair, 1 – Needs
Improvement
3. Weighted Mean. The Weighted Mean was used to calculate the central
tendency of the responses of the respondents, the formula is:
″
41
P = f x 100 N
Where: P = Percentage
F = Frequency
N = Number of Class
X w = ∑ x ( f )
n
Where: X w = Weighted Mean
∑ = the sum of all quantities that follow
f = Frequency
n = Number of respondents
4. Arbitrary Scale. The following scale was used to describe the result.
4.21 – 5.00 Outstanding (O)
3.41 – 4.20 Very Satisfactory (VS)
2.61 – 3.40 Satisfactory (S)
1.81 – 2.60 Fair (F)
1.01 – 1.80 Needs Improvement (NI)
5. Pearson Correlation Coefficient denoted by r, is given by:
r=¿ n∑xy – (∑x) (∑y)
√n∑x2 – (∑x) 2 √n∑y2 – (∑y) 2
x = first set of score (∑y) 2 = sum of all y
y = second set of score
∑x2 = first set of score squared
∑y2 = second set of score squared
n = number of cases
xy = x multiply by y
(∑x) 2 = sum of all x
6. The Critical Value Table of the Pearson r Correlation Coefficient was used to
determine the relationship between the two data treated. Here is the Table:
df = n-2
Level of Significance (p) for the
Two-Tailed Test
.10 .05 .02 .01
df
1 .988 .997 .9995 .9999
2 .900 .950 .980 .990
3 .805 .878 .934 .959
42
4 .729 .811 .882 .917
5 .669 .754 .833 .874
6 .622 .707 .789 .834
7 .528 .666 .750 .798
8 .549 .632 .716 .765
9 .521 .602 .685 .735
10 .497 .576 .658 .70811 .476 .553 .634 .684
12 .458 .532 .612 .661
13 .441 .514 .592 .64114 .426 .497 .574 .623
15 .412 .482 .558 .606
16 .400 .468 .542 .59017 .389 .456 .528 .575
18 .378 .444 .516 .561
19 .369 .433 .503 .54920 .360 .423 .492 .537
CHAPTER IV
Presentation, Analysis, and Interpretation of Data
In this chapter, presentation, analysis and interpretation of data were presented.
Tables and its interpretation were discussed comprehensively.
TLE Teacher Respondent’s Profile in terms of Gender, Age, and Educational Attainment
Table 3
Profile of Teacher-Respondents According to Gender
43
RESPONDENT F %MALE 6 42.86
FEMALE 8 57.14TOTAL 14 100
Table 3 shows the Profile of Teacher Respondents According to Gender. 8 or
57.14% were Female, and 6 or 42.86% were Male. This indicates that Female Teachers
are dominant than
Table 4
Profile of Teacher Respondents According to Age
AGE RESPONSES
F %
25-35 1 7.1435-45 1 7.1445-55 6 42.8655-65 6 42.86
TOTAL 14 100.00
44
Table 4 shows the Profile of Teacher Respondents According to Age. 6 or
42.86% of TLE teacher respondents are at the age bracket between 45-55, and 55 – 65,
and 1 or 7.14% of the TLE teacher respondents are at the age bracket between 25 – 35,
and 35 – 45.
The data confirms that most of the age of the TLE Teacher Respondents, whether
male or female are in between the age bracket of 45 – 55, and 55 – 65.
Table 5
Profile of Teacher Respondents According to Educational Attainment
BACHELOR'S DEGREE RESPONSES TOTAL f %
Bachelor of Secondary Education Major in Home Economics
0 0.00
Bachelor of Science in Industrial Education Major in Electrical Technology
1 7.14
Bachelor of Science in Industrial Education Major in Industrial Arts 6 42.86
Bachelor of Science in Agriculture 0 0.00
Bachelor of Science in Home Economics Major in Food and Applied Nutrition
6 42.86
Bachelor in Business Education Major in Business Technology
1 7.14
Bachelor of Science in Computer Education
0 0.00
Bachelor in Technical Education 0 0.00
TOTAL 14 100.00
45
Table 5 shows the Profile of Teacher Respondents According to Educational
Attainment. 6 or 42.86% of the TLE Teacher Respondents graduated with a degree of
Bachelor of Science in Home Economics Major in Food and Applied Nutrition and
Bachelor of Science in Industrial Education Major in Industrial Arts, and 1 or 7.14% of
the TLE teacher respondent graduated with a degree of Bachelor of Science in Industrial
Education Major in Electrical Technology and Bachelor of Science in Business
Education.
This indicates that most of the TLE Teacher Respondents is a graduate of
Bachelor of Science in Home Economics Major in Food and Applied Nutrition and
Bachelor of Science in Industrial Education Major in Industrial Arts.
Table 6
Profile of Teacher Respondents According to Highest Educational Attainment
MASTER'S DEGREE RESPONSES TOTAL
f %
Master in Educational Management 0 0.00
Master of Arts in Teaching 0 0.00
Master of Arts in Education 2 66.67
Master of Arts in Industrial Education 0 0.00
Master of Arts in Home Economics 0 0.00
Others:
46
Master of Arts in Education Units only 1 33.33
TOTAL 3 100.00
Table 6 shows the Profile of Teacher Respondents According to Highest
Educational Attainment. 2 or 66.67% of the TLE teacher respondents graduated with a
Master’s Degree of Master of Arts in Education, and 1 or 33.33% of the TLE teacher
respondents have only Master of Arts in Education (MaEd) Units only.
This indicates that only 2 out of the 14 TLE teacher respondents have the highest
educational attainment of Master of Arts in Education.
The Teacher and Student respondent’s assessment on the Instruction of Technology and Livelihood Education
Table 7
Subjects taught by the Teacher Respondents
SUBJECTS TAUGHT RESPONSES
F %
Culinary Arts 2 11.76Computer Education 1 5.88
Dressmaking 2 11.76
Home Economics (Cosmetology,
Housekeeping, etc.)1 5.88
47
Industrial Arts( Drafting,
Construction Building, Woodworking, Metal
Works, Electronics, etc)
5 29.41
Business Education (Entrepreneurship,
Marketing, etc.)1 5.88
Others:
Exploratory Technology and Livelihood
Education I3 17.65
Exploratory Technology and Livelihood
Education II2 11.76
TOTAL 17 100.00
Table 7 shows the subject taught by the TLE teacher respondents. 5 or 29.41% of
the teacher respondents is teaching Industrial Arts (Drafting, Construction Building,
Woodworking, Metal works, Electronics, etc.), 3 or 17.65% of the TLE teacher
respondents is teaching Exploratory TLE I, 2 or 11.76% of the TLE teacher respondents
is teaching Culinary Arts, Dressmaking, and Exploratory TLE II, 1 or 5.88% of the TLE
teacher respondents is teaching Computer Education, Home Economics, and Business
Education.
This means that most of the TLE teachers are teaching Industrial Arts (Drafting,
Construction Building, Woodworking, Metal works, Electronics, etc.).
Table 8
Subjects currently taking up by the Student Respondents
SUBJECT RESPONSES f %
48
Culinary Arts 76 22.16Computer Education 43 12.54
Dressmaking 0 0.00
Home Economics (Cosmetology, Housekeeping, etc.) 53 15.45
Industrial Arts( Drafting, Construction Building, Woodworking, Metal Works, Electronics, etc)
164 47.81
Business Education (Entrepreneurship, Marketing, etc.) 7 2.04
Others:
TOTAL 343 100.00
Table 8 shows the students’ response on the subject they are taking up. Based on
the data on subject areas, the findings revealed that 164 or 47.81% of the respondents
specialized in Industrial Arts; 76 or 22.16% in Culinary Arts; 53 or 15.45% in Home
Economics; 43 or 12.54% in Computer Education; 7 or 2.04% in Business Education and
none or 0% of the respondents specialized in Dressmaking.
This indicates that the majority of the respondents are specialized in Industrial
Arts.
Table 9
Teachers’ Responses on the Teaching Method Used
TEACHING METHODS/STRATEGIES
RESPONSES
f %
Lecture Method 13 18.57Reporting Method 12 17.14Activity Method 5 7.14
Discussion Method 13 18.57Laboratory Method 1 1.43
49
Project Method 13 18.57Demonstration Method 8 11.43
Question and Answer Method 2 2.86Group Learning Method 1 1.43Problem Solving Method 1 1.43
Others: 0.00Simulation Method 1 1.43
TOTAL 70 100.00
Table 9 presents the teacher response on the teaching methods they used. 13 or
18.57% of the TLE Teacher Respondents used Lecture, Discussion and Project Method;
12 or 17.14% of the TLE Teacher Respondents used Reporting Method; 8 or 11.43% of
the TLE Teacher Respondents used Demonstration Method; 5 or 7.14% of the TLE
Teacher Respondents used Activity Method; 2 or 2.86% of the TLE Teacher Respondents
used Question and Answer Method, and 1 or 1.43% of the TLE Teacher Respondents
used Laboratory, Group learning, Problem Solving, and Simulation Methods.
This indicates that the TLE Teachers use Lecture, Discussion and Project Method
as the primary Teaching Methods used in teaching different areas of TLE.
Table 10
Students’ Responses on the Teaching Method used by their TLE Teachers
TEACHING METHODS/STRATEGIES
RESPONSES
f %
Lecture Method 185 17.54Reporting Method 148 14.03Activity Method 155 14.69
Discussion Method 191 18.10Laboratory Method 84 7.96
Project Method 104 9.86Demonstration Method 80 7.58
50
Question and Answer Method 67 6.35Group Learning Method 33 3.13Problem Solving Method 8 0.76
TOTAL 1055 100.00
Table 10 the table represents the Student Responses on the Teaching Methods
used by their TLE Teachers. 191 or 18.10% of the students said that their teachers uses
Discussion Methods in teaching different areas of TLE; 185 or 17.54% in Lecture
Method; 155 or 14.69% in Activity Method; 148 or 14.03% in Reporting; 104 or 9.66%
in Demonstration; 84 or 7.96% in Laboratory; 80 or 7.58% in Project Method; 67 or
6.35% in Question and Answer; 33 or 3.13% in Group-Learning and lastly 8 or 0.76%
answered Problem-Solving Method.
The data confirms that discussion method garnered the highest number of
responses that definitely states that most of the teachers use this method in teaching
different areas of TLE.
Table 11
Teachers’ Responses on the Resources and Materials they Used
RESOURCES AND MATERIALS RESPONSES
f %Lesson Plans 13 30.23
Textbooks 14 32.56Module/Workbook 2 4.65Multimedia Aids 2 4.65
Visual Aids 12 27.91TOTAL 43 100.00
51
Table 11 shows the TLE Teachers’ response on the Resources and Materials they
used in teaching. 14 or 32.56% of the TLE Teachers used Textbooks as their resources
and materials; 13 or 30.23% of the TLE Teachers used Lesson Plans; 12 or 27.91 of the
TLE Teachers used Visual Aids; 2 or 4.65% of the TLE Teachers used
Module/Workbook and Multimedia Aids.
This data confirms that the primary resources and materials used by TLE
Teachers are Textbooks.
Table 12
Students’ Responses on the Resources and Materials used by their TLE Teachers
RESOURCES AND MATERIALS
RESPONSES
f %Lesson Plans 156 28.11
Textbooks 83 14.95Module/Workbook 53 9.55Multimedia Aids 49 8.83
Visual Aids 207 37.30Others:
Drawing Boards 1 0.18Cooking Materials 2 0.36
Drafting Tools 2 0.36Actual Materials 2 0.36
TOTAL 555 100.00
52
Table 12 shows the Students’ Responses on the resources and materials used by
their TLE Teacher. 37.30% or 207 Student Respondents answered that the materials used
by their TLE Teacher is visual aids; 28.11% or 156 Student Respondents answered that
their teacher make Lesson Plans; 14.95% or 83 student respondents answered textbooks;
9.55% or 53 student respondents answered module/workbooks; 8.83% or 49 student
respondents answered that the materials used by their teacher in teaching TLE by the use
of multimedia aids; while some of the student respondents answered others, .18% or 1
student respondent said that they used actual materials; .36% or 2 student respondents
said that they used cooking tools, Drafting Tools and Actual Materials
This indicate that majority of the students/respondents is being taught with the use
of the most common and popular material in learning which is the Visual Aids.
Table 13
Teachers’ Responses on the Facilities and Equipment they Used
FACILITIES AND EQUIPMENT RESPONSES
f %Home Economics Room (Gas Stove, Kitchen Utensils, Sewing, Machines,
etc.)7 24.14
Industrial Arts Room (Electrical Tools, Drafting Tools, Woodworking
Tools, etc.)5 17.24
Agricultural Arts Room (Gardening Tools, Farm Tools, etc.)
2 6.90
Spacious Working Area 0 0.00School Garden 5 17.24Storage Cabinet 8 27.59
Computer Laboratory 2 6.90
53
TOTAL 29 100.00
Table 13 shows the TLE Teacher Responses on the facilities and equipment they
used in teaching different areas of TLE. 8 or 27.59% of the TLE Teachers used Storage
Cabinet, 7 or 24.14% of the TLE Teachers used Home Economics Room, 5 or 17.24% of
the TLE Teachers used Industrial Arts Room and School Garden, 2 or 6.90% of the TLE
Teachers used Agricultural Arts Room and Computer Laboratory.
This indicates that Storage Cabinet is the most common facilities and equipment
used by TLE Teachers in Ernesto Rondon High School.
Table 14
Students’ Responses on the Facilities and Equipment used in learning different areas of
TLE
FACILITIES AND EQUIPMENTS
RESPONSES
f %Home Economics Room (Gas
Stove, Kitchen Utensils, Sewing, Machines, etc.)
113 31.13
Industrial Arts Room (Electrical Tools, Drafting Tools,
Woodworking Tools, etc.)161 44.35
54
Agricultural Arts Room (Gardening Tools, Farm Tools,
etc.)4 1.10
Spacious Working Area 18 4.96School Garden 5 1.38Storage Cabinet 7 1.93
Computer Laboratory 52 14.33Others: 0.00
Classroom 3 0.83TOTAL 363 100.00
Table 14 shows the Students’ Responses on the facilities and equipment used in
teaching T.L.E. 161 or 44.35% of the students are using the Industrial Arts (Electrical
tools, Drafting tools, Woodworking tools, etc.); 113 or 31.13% of the students are using
Home Economics Room (Gas stove, Kitchen Utensils, Sewing Machine, Cosmetics, etc.);
52 or 14.33% of the students are using the Computer Laboratory; 18 or 4.96% of the
students are using Spacious Working Areas; 7 or 1.93% of the students are using the
Storage Cabinet; 5 or 1.38% of the students are using School Garden; 4 or 1.10% of the
students are using Agricultural Arts (Gardening tools, Farm tools, etc.); 3or 0.83% of the
students are using Classroom.
Majority of the students were using Industrial Arts (Electrical tools, Drafting
tools, Woodworking tools, etc.) based on their responses in the facilities and equipment
they are using in learning T.L.E.
Table 15
Teachers’ Responses on the skills developed by the students in learning different areas of
TLE
SKILLS RESPONSES
55
A. CULINARY ARTS F %
Meal Planning, and Budgeting2 20.00
Preparing, Cooking, and Serving Foods and Table Setting
2 20.00
Introducing Cooking Terms and Techniques 2 20.00
Preparing Food properly 2 20.00
Others:
Food Preservation 1 10.00
Baking 1 10.00
TOTAL 10 100
B. COMPUTER EDUCATION
Learning Computer operations and concepts 0 0.00
Knowing the general structure of E-Mail and E-Mail Address
0 0.00
Understanding the structures of Microsoft Office Software
0 0.00
Typing with desirable speed using the proper keyboarding positions
0 0.00
Others:
HTML/Web Design 1 100.00
TOTAL 1 100
C. HOME ECONOMICS (DRESSMAKING, COSMETOLOGY,
HOUSEKEEPING, ETC.)
Able to apply the principles in Cosmetics 2 11.76
Able to sew and design dresses 5 29.41
Able to use different tools in Housekeeping 4 23.53
Able to apply the principles in decoration 5 29.41
Others: 0.00Draft Patterns 1 5.88
TOTAL 17 100.00
D. INDUSTRIAL ARTS (DRAFTING, CONSTRUCTION BUILDING,
WOODWORKING, METAL WORLDS, ELECTRONICS. ETC.)
Repairing defective furniture and appliances 5 21.74
56
Lettering and making of pictorial drawings 4 17.39
Making a Project Plan 6 26.09
Using the principles of English and Metric System accurately
4 17.39
Others:
Construction Building Theories 2 8.70Wood Products 1 4.35
Orthographic Drawings 1 4.35TOTAL 23 100.00
E. BUSINESS EDUCATION
(ENTREPRENEURSHIP, MARKETING, ETC.)
Making useful and artistic articles out of trash for home and personal use 0 0.00
Identifying business opportunities in the locality 2 33.33
Making business plans of feasibility study 1 16.67
Retailing Business 3 50.00
TOTAL 6 100.00
Table 15 the table shows the Students’ Responses on the skills they developed in
different areas of Technology and Livelihood Education. In Culinary Arts, 2 or 20% of
the TLE Teacher said that introducing cooking terms and techniques; preparing, cooking
and serving foods and table setting; preparing foods properly; meal planning and
budgeting, and 1 or 10% of the TLE Teacher answered food preservation and baking.
These are the skills to be developed by the students
In Computer Education, making HTML and Web Design is the only skill the
students should developed.
In Home Economics including Dressmaking, Cosmetology and Housekeeping,
29.41% or 5 TLE Teachers answered that ability to sew and design dresses and ability to
57
apply the principles in decoration is the primary skills to be developed by the students;
23.53% or 4 TLE Teachers answered the ability to use different tools in housekeeping;
11.77% or 2 TLE Teachers answered the ability to apply the principles in Cosmetics and
5.88% or 1 TLE Teacher answered the ability to draft patterns
In Industrial Arts including drafting, construction building, wood working, metal
works and electronics, 6 or 26.09% of TLE Teachers answered that Making a Project
Plan is the Primary skill to be developed by the students; 5 or 21.74% of the TLE
Teachers answered repairing defective furniture and appliances; 4 or 17.39% of the TLE
Teachers answered Lettering and Making of pictorial drawings, and Using the principles
of English and Metric system accurately; and 1 or 4.35% of the TLE Teachers answered
Learning the Construction Building Theories, Wood Products, Orthographic Drawings,
and Electric Circuit.
In Business Education, 3 or 50% of the TLE Teachers answered that retailing
business is the primary skill to be developed by the students; 2 or 33.33% of the TLE
Teachers answered Identifying business opportunities in the locality; and 1 or 16.67% of
the TLE Teachers answered Making business plans of feasibility study is the last.
This indicates that in Culinary Arts, majority of the TLE Teacher choose all the
skills to be developed by the students and food preservation and baking as additional
skills to be developed. In Computer Education, HTML/Web Design is the only skill to
be developed by the students. In Industrial Arts, majority of the TLE Teacher choose
making a project plan as the primary skill to be developed by the students. In Business
Education, majority of the TLE Teachers said that retailing business is the primary skill
to be developed by the students.
58
Table 16
Students’ Responses on the skills they developed in different areas of TLE
SKILLS RESPONSESA. CULINARY ARTS f %
Meal Planning, and Budgeting 57 20.73
Preparing, Cooking, and Serving Foods and Table Setting
72 26.18
Introducing Cooking Terms and Techniques 73 26.55
Preparing Food properly 66 24.00
Others:
Food Preservation 4 1.45
Baking 3 1.09
TOTAL 275 100
B. COMPUTER EDUCATION
Learning Computer operations and concepts
43 35.83
Knowing the general structure of E-Mail and E-Mail Address
16 13.33
Understanding the structures of Microsoft Office Software
29 24.17
Typing with desirable speed using the proper keyboarding positions
18 15.08
Others: Making Website
HTML
6
8
5.00
6.67TOTAL 120 100
C. HOME ECONOMICS (DRESSMAKING, COSMETOLOGY,
HOUSEKEEPING, ETC.) Able to apply the principles in
Cosmetics 60 72.29
Able to sew and design dresses 12 14.46Able to use different tools in
Housekeeping 9 10.84
Able to apply the principles in decoration 2 2.41
59
Others: TOTAL 83 100.00
D. INDUSTRIAL ARTS (DRAFTING, CONSTRUCTION BUILDING, WOODWORKING,
METAL WORKS, ELECTRONICS. ETC.)
Repairing defective furniture and appliances 42 18.10
Lettering and making of pictorial drawings 94 40.52
Making a Project Plan 40 17.24
Using the principles of English and Metric System accurately
49 21.12
Others:
Construction Building Theories1 0.43
Silk Screen Printing 6 2.59
TOTAL 232 100.00
E. BUSINESS EDUCATION (ENTREPRENEURSHIP,
MARKETING, ETC.)
Making useful and artistic articles out of trash for home and personal use
30 32.97
Identifying business opportunities in the locality
23 25.27
Making business plans of feasibility study
19 20.88
Retailing Business 19 20.88
TOTAL 91 100
Table 16 shows the Students’ Responses on the skills they developed in different
areas of Technology and Livelihood Education. In Culinary Arts, 26.55% or 73 of the
Students’ Responses said that they developed their skills in introducing cooking terms
and techniques; 26.18% or 72 Students’ Responses answered that they developed their
skills in culinary arts through preparing, cooking and serving foods and table setting’
60
24% or 66 Students’ Responses answered preparing foods properly; and 20.73% or 57
Students’ Responses answered that they developed their skills in meal planning and
budgeting. But 1.45% or 4 and 1.09% or 3 of the Students’ Responses answered others
and that they enjoyed and developed their skills through food preservation and baking.
In Computer Education, 35.83% or 43 of the Students’ Responses answered that
they developed their skills through learning computer operations and concepts; 24. 17%
or 29 Students’ Responses answered understanding the structures of Microsoft office
software; 15.08% of the Students’ Responses answered typing with desirable speed using
the proper keyboarding positions has developed their skills. And 13.33% or 16 Students’
Responses answered knowing the general structure of and email address. While there are
6.67% or 8 and 5% or 6 of the Students’ Responses said that they developed their skills
by making HTML and making website.
In Home Economics including Dressmaking, Cosmetology and Housekeeping,
72.29% or 60 Students’ Responses answered that able to apply the principles in cosmetics
developed their skills; 14. 46% or 12 Students’ Responses answered able to sew and
design dresses developed their skills; 10.84% or 9 Students’ Responses answered that
able to use different tools in housekeeping and 2.41% or 2 among the Students’
Responses answered that able to apply the principles in decoration developed their skills.
In Industrial Arts including drafting, construction building, wood working, metal
works and electronics, 40.52% or 94 Students’ Responses answered that lettering and
making of pictorial drawings have developed their skills; 21.12% or 49 of the Students’
Responses answered using the principles of English and Metric System accurately;
61
18.10% or 40 Students’ Responses answered repairing defective furniture and appliances
have developed their skills; and 17.24% or 40 Students’ Responses answered making a
project plan. While 2.59% or 6 and .43% or 1 among the Students’ Responses answered
that they developed their skills through skill screen printing and construction building
theory.
In Business Education, 32.97% or 30 Students’ Responses answered that making
useful and artistic articles out of trash for home and personal use have developed their
skills; 25.27% or 23 Students’ Responses answered making business plans of feasibility
study and 20.88% or 19 answered that retailing in business have developed their skills in
Business Education.
This indicates that in Culinary Arts, majority of the Students’ Responses have
developed their skills in Introducing, cooking Terms and techniques; in Computer
Education, majority of the Students’ Responses developed their skills through learning
computer operations and concepts; in Home Economics, majority of the Students’
Responses said that able to apply the principles in cosmetics have developed their skills;
in Industrial Arts, majority of the Students’ Responses said that lettering and making of
pictorial drawings have developed their skills and in Business Education, majority of the
Students’ Responses said that making useful and artistic articles out of trash for home and
personal use have developed their skills.
Table 17
Teachers’ Responses on the Values learned
VALUES RESPONSES f %
62
Adaptability 14 12.39Honesty and Integrity 14 12.39
Positive Attitude 14 12.39
Dependable and Responsible 14 12.39Strong Work Ethics 12 10.62
Self Motivation 14 12.39Loyalty 13 11.50
Strong Self-Confidence 14 12.39Others:
Accuracy 1 0.88Neat and Orderly 1 0.88Self Discipline 2 1.77
TOTAL 113 100.00
Table 17 presents the TLE Teachers’ Responses on the values to be developed by
the students. 14 or 12.39% of the TLE Teachers’ Responses answered Adaptability,
Honesty and Integrity, Positive Attitude, Dependability and Responsibility, Self
Motivation and Strong Self Confidence are the primary values to be developed by the
students; 13 or 11.50% of the TLE Teachers’ Responses answered Loyalty; 12 or 10.62%
of the TLE Teachers’ Responses answered Strong Work Ethics; 2 or 1.77% of the TLE
Teachers’ Responses answered Self Discipline; and 1or 0.88% of the TLE Teachers’
Responses answered Accuracy and Neat and Orderly.
This indicates that being Adaptable, Honest and Good Integrity, Positive Attitude,
dependable and responsible, Self Motivated, and Strong Self Confidence are the values
the students should developed in different areas of TLE.
Table 18
Students’ Responses on the Values Learned
VALUES RESPONSES f %
Adaptability 95 8.55
63
Honesty and Integrity 134 12.06Positive Attitude 164 14.76
Dependability and Responsibility
14312.87
Strong Work Ethics 149 13.41Self Motivation 154 13.86
Loyalty 108 9.72Strong Self-Confidence 160 14.40
Others: Accuracy 1 0.09
Neat and Orderly 1 0.09Self Discipline 2 0.18
TOTAL 1111 100.00
Table 18 shows the Students’ Responses on values they learn from different areas
of T.L.E. 164 or 14.76% of the students have developed the values of dependable and
responsible; 160 or 14.40% of the students have developed the values of strong self-
confidence; 154 or 13.86% have developed the values of self-motivation; 149 or 13.14%
have developed the values of strong work ethics. 143 or 12.87% of the students have
developed the values of dependability and responsibility; 134 or 12.06% of the students
have developed the values of honesty and integrity; 108 or 9.72% of the students have
developed the values of loyalty; 95 or 8.55% of the students have developed the values of
adaptability; 1 or 0.09% among the students has developed the values of patience; 1 or
0.09% among the students has developed the values of being helpful; and 2 or 0.18% of
the students have developed the values of being resourceful.
Majority of the students have a positive attitude based on their responses on the
values they learned from different areas of T.L.E.
Table 19
64
Teachers’ Responses on the problems they met
PROBLEMS RESPONSES f %
Tardiness 11 24.44Absenteeism 13 28.89
Lack of Interest 10 22.22
Non Compliance of the requirements
7 15.56
Malfunctioning of Laboratory Equipments
3 6.67
Classroom/Laboratory Environment
1 2.22
TOTAL 45 100.00
Table 19 shows the problems met by the TLE teacher in the teaching process of
different areas in TLE. 13 or 28.89% of the TLE Teachers answered Absenteeism as the
primary problem in the teaching process; 11 or 24.44% of the TLE Teachers answered
Tardiness; 10 or 22.22% of the TLE Teachers answered Lack of Interest on the part of
the students; 7 or 15.56% of the TLE Teachers answered Non Compliance of the
requirements; 3 or 6.67% of the TLE Teachers answered Malfunctioning of the
Laboratory Equipment; 1 or 2.22% of the TLE Teacher answered Classroom/Laboratory
Environment.
The data confirms that the primary problem they met in the teaching process of
TLE is Absenteeism.
Table 20
Students’ Responses on the Problems they met in TLE
65
PROBLEMS RESPONSESf %
Tardiness 56 18.73Absenteeism 16 5.35
Lack of Interest 81 27.09Non Compliance of the
requirements38 12.71
Malfunctioning of Laboratory Equipments
34 11.37
Classroom/Laboratory Environment
70 23.41
Others:Sleepy 4 1.34
TOTAL 299 100.00
Table 20 shows the Students’ Responses on the Problems they encounter in the
teaching-learning process. The table reveals that 81 or 27.09% of the Student
Respondents answered that they are lacking interest on the area they are currently taking
up; 70 or 23.41% said that the classroom/laboratory environment affects their learning;
56 or 18.73% said that tardiness is a hindrance on the teaching-learning process; 38 or
12.71% answered that non-compliance of the requirements will be a problem especially
when computing grades; 34 or 11.37% said that malfunctioning of the laboratory
equipment has a great effect on the hands-on activities of the subject; 16 or 5.35%
answered that absenteeism affects the gaining of knowledge and acquiring of the needed
skills. Aside from these responses, 4 or 1.34% said that falling asleep during discussion is
also a problem among students.
66
As reflected on the table, majority of the student-respondents said that lacking of
interest on the subject is the major problem that they encounter in the teaching-learning
process.
Table 21
Teachers’ Responses to the solutions to the problems
SOLUTIONS RESPONSES f %
Constant Follow up on Attendance 14 41.18
Consultation of Parents 13 38.24Counseling 4 11.76
Research Work 0 0.00
Request on Classroom/Laboratory
Improvement 0 0.00
Others:
Repairs of Computers 1 2.94
Budget for New Equipments 2 5.88TOTAL 34 100.00
Table 21 shows the TLE Teachers’ Responses to the solutions to the problem. 14
or 41.18% of the TLE Teachers answered Constant follow up on attendance as the
solution to the problem; 13 or 38.24% of the TLE Teachers answered Consultation of
Parents; 2 or 5.88% of the TLE Teachers answered Budget for new equipment; and 1 or
2.94% of the TLE Teachers answered Repair of computers.
This means that the solution to the problem is Constant follow up on Attendance.
67
Table 22
Students’ Responses on the solution to the problem
SOLUTIONS RESPONSESf %
Constant Follow up on Attendance 75 21.55
Consultation of Parents 56 16.09
Counseling 41 11.78Research Work 59 16.95
Request on Classroom/Laboratory Improvement
112 32.18
Others:
Budget for New Equipments 5 1.44
TOTAL 348 100.00
Table 22 shows the Students’ Responses on the Solution to the Problems met. As
suggested by the students, 112 or 32.18% request for classroom/laboratory improvement,
to have a room conducive to learning. Although there are rooms conducive to learning,
yet there are still some rooms which are not. 75 or 21.55% said that there should be a
constant follow-up on attendance for a regular monitoring with the parents and teachers.
59 or 16.95% of the student-respondents also suggested that research work can be given
to students to lift up their poor performance. 56 or 16.09% said that consultation with
parents will help remedy the problems. This may be conducted by the teachers, students,
and parents. 41 or 11.78% said that there should be counselling, an activity of students,
teachers, and guidance counsellors. Moreover, 5 or 1.44% said that budget for new
equipment is really a need in schools.
68
Among the solutions suggested by the students, majority of them said that
classroom/laboratory improvement will keep and encourage students to continue
learning.
Table 23
Teachers’ own Performance Evaluation
CRITERIA 5 4 3 2 1OWM DI
# WM # WM #WM
# WM # WM
Mastery of the Subject Matter
11 3.93 3 0.86 0 0 0 0 0 0 4.79 O
Knowledge of the Teaching
Methodology8 2.86 6 1.71 0 0 0 0 0 0 4.57 O
Ability to implement a particular technique in
presenting lessons12 4.29 2 0.57 0 0 0 0 0 0 4.86 O
Ability to motivate students to inquire and
look for answers
9 3.21 5 1.43 0 0 0 0 0 0 4.64 O
Technique in Questioning students
10 3.57 4 1.14 0 0 0 0 0 0 4.71 O
Knowledge in the use of equipment and uses
it for instruction 11 3.93 3 0.86 0 0 0 0 0 0 4.79 O
Ability to use the 12 4.29 2 0.57 0 0 0 0 0 0 4.86 O
69
tools and equipment properlyTOTAL 4.74 O
WM = Weighted Mean 4.21 – 5.00 Outstanding (O)DI = Descriptive Interpretation 3.41 – 4.20 Very Satisfactory (VS)OWM = Overall Weighted Mean 2.61 – 3.40 Satisfactory (S)
1.81 – 2.60 Fair (F)1.01 – 1.80 Needs Improvement (NI)
Table 23 shows the TLE Teachers’ own performance Evaluation. The data were
treated by using Weighted Mean. In the first criteria, they evaluate their performance as
“Outstanding”, which has an Over All Weighted Mean of “4.79”; in the second criteria,
they evaluate their performance as “Outstanding”, which has an Over All Weighted Mean
of “4.57”; in the third criteria, they evaluate their performance as “Outstanding”, which
has an Over All Weighted Mean of “4.86; in the fourth criteria, they evaluate their
performance as “Outstanding”, which has an Over All Weighted Mean of “4.64”; in the
fifth criteria, they evaluate their performance as “Outstanding”, which has an Over All
Weighted Mean of “4.71”; in the sixth criteria, they evaluate their performance as
“Outstanding”, which has a Over All Weighted Mean of “4.79”; and in the seventh
criteria, they evaluate their performance as ”Outstanding”, which has an Over All
Weighted Mean of “4.86”.
As a whole, the TLE Teachers of Ernesto Rondon High School is “Outstanding”
in terms of the criteria given.
70
Table 24
Students’ Evaluation on their TLE Teacher
CRITERIA
5 4 3 2 1OWM DI
# WM # WM # WM # WM # WM
Mastery of the Subject
Matter179 2.61 108 1.26
54
0.47 2 0.01 0 0 4.35 O
Knowledge of the
Teaching Methodology
145 2.11 150 1.7543
0.38 3 0.02 0 0 4.26 O
Ability to implement a
particular technique in presenting
lessons
154 2.24 132 1.5439
0.34 2 0.01 0 0 4.14 VS
Ability to motivate
students to inquire and
look for answers
123 1.79 137 1.6062
0.54 4 0.02 0 0 3.96 VS
Technique in
Questioning students
145 2.11 123 1.4360
0.52 6 0.03 0 0 4.11 VS
71
Knowledge in the use of equipment and uses it
for instruction
200 2.92 100 1.1741
0.36 2 0.01 0 0 4.45 O
Ability to use the
tools and equipment properly
209 3.05 85 0.9937
0.32 2 0.01 0 0 4.37 O
TOTAL 4.23 O
WM = Weighted Mean 4.21 – 5.00 Outstanding (O)DI = Descriptive Interpretation 3.41 – 4.20 Very Satisfactory (VS)OWM = Overall Weighted Mean 2.61 – 3.40 Satisfactory (S)
1.81 – 2.60 Fair (F)1.01 – 1.80 Needs Improvement (NI)
Table 24 shows the Students’ Evaluation on their TLE Teacher. The data were
treated by using Weighted Mean. In the first criteria, they evaluate their performance as
“Outstanding”, which has an Over All Weighted Mean of “4.35”; in the second criteria,
they evaluate their performance as “Outstanding”, which has an Over All Weighted Mean
of “4.26”; in the third criteria, they evaluate their performance as “Very Satisfactory”,
which has an Over All Weighted Mean of “4.14; in the fourth criteria, they evaluate their
performance as “Very Satisfactory”, which has an Over All Weighted Mean of “3.96”; in
the fifth criteria, they evaluate their performance as “Very Satisfactory”, which has an
Over All Weighted Mean of “4.11”; in the sixth criteria, they evaluate their performance
as “Outstanding”, which has a Over All Weighted Mean of “4.45”; and in the seventh
criteria, they evaluate their performance as ”Outstanding”, which has an Over All
Weighted Mean of “4.37”.
As a whole, the Students’ of Ernesto Rondon High School evaluate their TLE
Teachers as “Outstanding” in terms of the criteria given.
72
CHAPTER V
Summary of Findings, Conclusions and Recommendations
In this chapter, Summary of Findings, Conclusions, and Recommendations were
Presented.
The purpose of this study is to find out the Techniques and Strategies of teachers
in teaching different areas of Technology and Livelihood Education in Public High
School.
This research used the descriptive method. The population comprised of 854
Fourth year students, 825 Third year students, and 14 Teachers who are teaching
Technology and Livelihood Education. The Sample Scheme was 343 Fourth and Third
year students, which is 20% of the total population, and 14 Teachers who are teaching
Technology and Livelihood Education, which is 100% of the total population.
The pure random sampling was used in this study. A researcher-made instrument
was used for the questionnaire.
73
The instrument used was tested first with a group of 1 Fourth Year college
students, 5 High School students, and a teacher. The administration of questionnaires
was personally conducted by the researcher.
The data were compiled, sorted out, organized and tabulated. The statistical
treatment used was Percentage Distribution to find out the profile of the TLE Teachers,
areas of TLE that the teacher taught, and student took up, teachers’ and students’
responses on the techniques and strategies, resources and materials, facilities and
equipment used by the Teachers, skills and values being developed in the teaching and
learning process of different areas of TLE, problems that may encounter in teaching and
learning process of TLE, and it’s solutions. A Weighted Mean was used to find out the
performance of the teacher in teaching TLE.
Findings
1. 8 or 57.14% of the TLE Teacher Respondent were Female, and 6 or 42.86% were
male. Majority of the TLE Teachers were Female.
2. 6 or 42.86% of the TLE Teacher Respondents are at the age bracket between 45-
55, and 55-65. This represents the majority of the TLE Teacher Respondent.
And 1 or 7.14% of the TLE Teacher Respondent are at the age bracket between
25-35, and 35-45.
3. 6 or 42.86% of the Teacher-Respondents graduated with a degree of Bachelor of
Science in Home Economics Major in Food and Applied Nutrition and Bachelor
of Science in Industrial Education Major in Industrial Arts. This represents the
majority of Teacher-Respondents who graduated with the Bachelor’s degree with
the major of TLE subjects. And 1 or 7.14% of the TLE teacher respondent
74
graduated with a degree of Bachelor of Science in Industrial Education Major in
Electrical Technology and Bachelor of Science in Business Education.
4. 2 or 66.67% of the Teacher-Respondents graduated with a Master’s Degree of
Master of Arts in Education. This represents the majority of the Teacher-
Respondents who took up Master’s Degree. And 1 or 33.33% of the TLE teacher
respondents have only Master of Arts in Education (MaEd) Units only.
5. 5 or 29.41% of the Teacher-Respondents is teaching Industrial Arts (Drafting,
Construction Building, Woodworking, Metal works, Electronics, etc.). This
represents that most of the Teacher-Respondents are teaching Industrial Arts. 3 or
17.65% of the TLE teacher respondents is teaching Exploratory TLE I, 2 or
11.76% of the TLE teacher respondents is teaching Culinary Arts, Dressmaking,
and Exploratory TLE II, 1 or 5.88% of the TLE teacher respondents is teaching
Computer Education, Home Economics, and Business Education.
6. The findings revealed that 164 or 47.81% of the Student-Respondents are
specialized in Industrial Arts; 76 or 22.16% in Culinary Arts; 53 or 15.45% in
Home Economics; 43 or 12.54% in Computer Education; 7 or 2.04% in Business
Education and none or 0% of the Students-Respondents are specialized in
Dressmaking.
7. 13 or 18.57% of the Teacher-Respondents used Lecture, Discussion and Project
Method as their method for teaching the subject. 12 or 17.14% of the TLE
Teachers used Reporting Method; 8 or 11.43% of the TLE Teachers used
Demonstration Method; 5 or 7.14% of the TLE Teachers used Activity Method; 2
or 2.86% of the TLE Teacher used Question and Answer Method, and 1 or 1.43%
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of the TLE Teachers used Laboratory, Group learning, Problem Solving, and
Simulation Methods. Majority of the TLE Teacher respondents used Lecture,
Discussion and Project Methods in teaching TLE subject.
8. 185 or 17.54% of the Student respondent answered lecture method as the method
used by their TLE teachers; 155 or 14.69% in activity method; 148 or 14.03% in
reporting method; 104 or 9.66% in demonstration method; 84 or 7.96% in
laboratory method; 80 or 7.58% in project method; 67 or 6.35% in question and
answer method; 33 or 3.13% in group-learning method and lastly 8 or 0.76%
answered problem-solving method. Majority of the Student-Respondents
answered Lecture Method as the method of teaching used by their TLE Teachers.
9. 14 or 32.56% of the Teacher-Respondents used Textbooks as their resources and
materials in teaching TLE subject; 13 or 30.23% used Lesson Plans; 12 or 27.91
used Visual Aids; 2 or 4.65% used Module/Workbook and Multimedia Aids.
Majority of the Teacher-Respondents used textbooks as their primary resources
and materials in teaching the subject.
10. 7.16% or 207 Student-Respondents answered that the materials their teacher used
in the class are visual aids; 28% or 156 Student-Respondents answered that their
teacher used lesson plans; 14.90% or 83 Student-Respondents answered
textbooks; 9.52% or 53 Student-Respondents answered module/workbooks;
8.80% or 49 Student-Respondents answered multimedia aids; and some of the
Student-Respondents also answered others. 54% or 1 Student-Respondent said
that they used actual materials; 36% or 2 Student-Respondents said that they used
cookery tools, drafting tools and actual materials. Majority of the Student-
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Respondents answered visual aids as the primary resources and materials used by
their TLE Teacher.
11. 8 or 27.59% of the Teacher-Respondents used Storage Cabinet as their facilities
and equipment in teaching the subject; 7 or 24.14% of the Teacher-Respondents
used Home Economics Room; 5 or 17.24% of the Teacher-Respondents used
Industrial Arts Room and School Garden; 2 or 6.90% of the Teacher-Respondents
used Agricultural Arts Room and Computer Laboratory. Majority of the Teacher-
Respondents used Storage Cabinet as their facilities and equipment provided by
the school for TLE subject.
12. 161 or 44.35% of the Student-Respondents are using Industrial Arts Room
(Electrical tools, Drafting tools, Woodworking tools, etc.) as their facilities and
equipment in learning the subject; 113 or 31.13% of the Student-Respondents are
using Home Economics Room (Gas stove, Kitchen Utensils, Sewing Machine,
Cosmetics, etc.); 52 or 14.33% of the Student-Respondents are using the
Computer Laboratory; 18 or 4.96% of the Student-Respondents are using
Spacious Working Areas; 7 or 1.93% of the Student-Respondents are using
Storage Cabinet; 5 or 1.38% of the Student-Respondents are using School
Garden; 4 or 1.10% of the Student-Respondents are using Agricultural Arts
(Gardening tools, Farm tools, etc.); 3 or 0.83% of the Student-Respondents are
using Classroom. Majority of the Student-Respondents answered Industrial Arts
Room as their facilities and equipment used in the teaching-learning process of
the TLE subject.
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13. This indicates that in Culinary Arts, 2 or 20% of the Teacher-Respondents choose
all the skills to be developed by their students. Aside from this, they include food
preservation and baking as additional skills to be developed. In Computer
Education, HTML/Web Design is the only skill to be developed by the students
that comprises 1 or 100%. In Industrial Arts, 6 or 26.09% of the Teacher-
Respondents chose making a project plan as the primary skill to be developed by
the students. In Business Education, majority of the Teacher-Respondents said
that retailing business is the primary skill to be developed by the students which
comprises 3 or 50%.
14. In Culinary Arts, majority of the Student-Respondents have developed their skills
in introducing cooking terms and techniques that comprises 73 or 26.55%; in
Computer Education, majority of the Student-Respondents developed their skills
through learning computer operations and concepts which comprises 43 or
35.83%; in Home Economics, majority of the Student-Respondents said that they
already have the ability to apply the principles in cosmetics which comprises 60
or 72.29%; in Industrial Arts, majority of the Student-Respondents said that
lettering and making of pictorial drawings have developed their skills which
comprises 94 or 40.52%; and in Business Education, majority of the s Student-
Respondents said that making useful and artistic articles out of trash for home and
personal use have developed their skills which comprises 30 or 32.97%.
15. 14 or 12.39% of the Teachers-Respondents answered adaptability, honesty and
integrity, positive attitude, dependable and responsible, self motivation and strong
self confidence as the primary values to be developed by the students; 13 or
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11.50% answered loyalty; 12 or 10.62% answered strong work ethics; 2 or 1.77%
answered self discipline; and 1or 0.88% answered accuracy, and neatness and
orderliness. Majority of the TLE Teachers said being adaptable, honest, Positive,
dependable and responsible, self-motivated and strong self confidence as the
primary values to be developed by the students.
16. 164 or 14.76% of the Student-Respondents answered that they have developed the
values of dependable and responsible. This represents the majority of the
Student-Respondents with regards on the Values being developed. 160 or 14.40%
of the Student-Respondents answered strong self-confidence; 154 or 13.86%
Student-Respondents answered self-motivation; 149 or 13.14% of the Student-
Respondents answered strong work ethics. 143 or 12.87% of the Student-
Respondents answered dependability and responsibility; 134 or 12.06% of the
Student-Respondents answered honesty and integrity; 108 or 9.72% of the
Student-Respondents answered loyalty; 95 or 8.55% of the Student-Respondents
answered adaptability; 1 or 0.09% of the Student-Respondents answered patience;
1 or 0.09% of the Student-Respondents answered the values of being helpful; and
2 or 0.18% of the Student-Respondents answered the values of being resourceful.
17. 13 or 28.89% of the Teacher-Respondents answered absenteeism as the primary
problem in the teaching process; 11 or 24.44% of the Teacher-Respondents
answered tardiness; 10 or 22.22% of the Teacher-Respondents answered lack of
interest on the part of the students; 7 or 15.56% of the Teacher-Respondents
answered non compliance of the requirements; 3 or 6.67% of the Teacher-
Respondents answered malfunctioning of the laboratory equipment; 1 or 2.22% of
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the Teacher-Respondents answered classroom/laboratory environment. Majority
of the Teacher-Respondents encounter Absenteeism as the major problem in the
teaching process.
18. 81 or 27.09% of the Student-Respondents answered that they are lacking interest
on the area of TLE they are currently taking up; 70 or 23.41% said that the
classroom/laboratory environment affects their learning; 56 or 18.73% said that
tardiness is a hindrance on the teaching-learning process; 38 or 12.71% answered
that non-compliance of the requirements will be a problem especially when
computing grades; 34 or 11.37% said that malfunctioning of the laboratory
equipment has a great effect on the hands-on activities of the subject; 16 or 5.35%
answered that absenteeism affects the gaining of knowledge and acquiring of the
needed skills. Aside from these responses, 4 or 1.34% said that falling asleep
during discussion is also a problem among students. Majority of the Students-
Respondents lack interest in the learning process.
19. 14 or 41.18% of the Teacher-Respondents answered constant follow up on
attendance as the solution to the problem; 13 or 38.24% of the Teacher-
Respondents answered consultation of parents; 2 or 5.88% of the Teacher-
Respondents answered budget for new equipment; and 1 or 2.94% of the Teacher-
Respondents answered repair of computers. Majority of the Teacher-Respondents
suggested that constant follow up on attendance is the solution to the problem.
20. 112 or 32.18% of the Student-Respondents requested for classroom/laboratory
improvement, to have a room conducive to learning. Although there are rooms
conducive to learning, yet there are still some rooms which are not. 75 or 21.55%
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said that there should be a constant follow-up on attendance for a regular
monitoring with the parents and teachers. 59 or 16.95% of the student Student-
Respondents also suggested that research work can be given to students to lift up
their poor performance. 56 or 16.09% said that consultation with parents will help
remedy the problems. This may be conducted by the teachers, students, and
parents. 41 or 11.78% said that there should be counselling, an activity of
students, teachers, and guidance counsellors. Moreover, 5 or 1.44% said that
budget for new equipment is really a need in schools. Majority of the Student-
Respondents requested for classroom/laboratory improvement to have a room
conducive to learning.
21. In the first criteria, the Teacher-Respondents evaluated their performance as
“Outstanding”, with an Over All Weighted Mean of “4.79”; in the second
criteria, the Teacher-Respondents evaluated their performance as “Outstanding”,
with an Over All Weighted Mean of “4.57”; in the third criteria, the Teacher-
Respondents evaluated their performance as “Outstanding”, with an Over All
Weighted Mean of “4.86; in the fourth criteria, the Teacher-Respondents
evaluated their performance as “Outstanding”, with an Over All Weighted Mean
of “4.64”; in the fifth criteria, the Teacher-Respondents evaluated their
performance as “Outstanding”, with an Over All Weighted Mean of “4.71”; in the
sixth criteria, the Teacher-Respondents evaluated their performance as
“Outstanding”, with an Over All Weighted Mean of “4.79”; and in the seventh
criteria, the Teacher-Respondents evaluated their performance as ”Outstanding”,
with an Over All Weighted Mean of “4.86”.
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Therefore, the Teacher-Respondents evaluated their own performance as
“Outstanding”.
22. In the first criteria, the Student-Respondents evaluated the performance of their
TLE Teacher as “Outstanding”, which has an Over All Weighted Mean of “4.35”;
in the second criteria, the Student-Respondents evaluated the performance of their
TLE Teacher as “Outstanding”, which has an Over All Weighted Mean of “4.26”;
in the third criteria, the Student-Respondents evaluated the performance of their
TLE Teacher as “Very Satisfactory”, with an Over All Weighted Mean of “4.14;
in the fourth criteria, the Student-Respondents evaluated the performance of their
TLE Teacher as “Very Satisfactory”, with an Over All Weighted Mean of “3.96”;
in the fifth criteria, the Student-Respondents evaluated the performance of their
TLE Teacher as “Very Satisfactory”, with an Over All Weighted Mean of “4.11”;
in the sixth criteria, the Student-Respondents evaluated the performance of their
TLE Teacher as “Outstanding”, with an Over All Weighted Mean of “4.45”; and
in the seventh criteria, the Student-Respondents evaluated the performance of
their TLE Teacher as ”Outstanding”, with an Over All Weighted Mean of “4.37”.
Therefore, the Student-Respondents evaluated the performance of their TLE
Teachers as “Outstanding”.
Conclusions
1. In terms of profile of the Teacher-Respondents, the majority of them are Female
Teachers. Also, most of them are between the age brackets of 45-55 and 55-65
years old.
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2. Most of the Teacher-Respondents graduated with Bachelor’s degree major in
Industrial Arts and Food and Applied Nutrition. Two of them had their Master’s
Degree and have units with their only respective graduate studies.
3. Most of the Teacher-Respondents taught Industrial Arts. Also, most of the
Student-Respondents are taking up the same subject.
4. Most of the Teacher-Respondents are using Lecture, Discussion, and Project
Method as the method in teaching different areas of TLE. Most of the Student-
Respondents answered Lecture Method as the method of teaching used by their
TLE teachers.
5. Most of the Teacher-Respondents are using Textbooks as their primary resources
and materials in teaching. Most of the Student-Respondents answered Visual
Aids as the primary resources and materials used in the subject.
6. Most of the Teacher-Respondents are using Storage Cabinet as their facilities and
equipment for the subject. Most of the Student-Respondents answered that they
are using the Industrial Arts Room as the facilities and equipment for the subject.
7. Most of the Teacher-Respondents said that adaptability, honesty and integrity,
positive attitude, dependability and responsibility, self motivation and strong self
confidence are the values that the students should be learned. Most of the Students
said that they have developed the values of dependability and responsibility.
8. Most of the Teacher-Respondents encountered absenteeism as the primary
problem in the teaching and learning process of TLE. Most of the Student-
Respondents answered that they lack of interest in the area of TLE they are taking
up.
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9. Most of the Teacher-Respondents suggested that constant follow-up on
attendance is the best solution for the problem they encounter in the teaching and
learning process in TLE. Most of the Student-Respondents requested for
classroom/laboratory improvement as the best solution for the problems they met
in the teaching and learning in TLE.
10. Most of the Teacher-Respondents evaluate their selves as outstanding with
regards to teaching TLE subject. Most of the Student-Respondents evaluate as
outstanding the performance of their TLE Teachers in teaching the TLE subject.
Recommendations
In the light of the summaries, findings, and conclusions drawn, the following are
offered for recommendations.
1. School heads should find ways and means to have sufficient funds to improve the
physical facilities, tools, and equipment used in the program.
2. Teachers should have a continuous evaluation or analysis of their performance in
teaching Technology and Livelihood Education so that they could improve their
weak points and enhance strong points.
3. Addressing students own choice of areas in TLE that would best fit into their
interest, their sexes, physical capabilities and mental capacity.
4. Extra and Curricular activities should be enhanced so students can freely integrate
among others, the value of human labour and skills. Linkages and community
involvement are encouraged to promote basic training skills of students.
5. Teachers in TLE should teach the subject in conformity to its curricular content.
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6. Adequacy of facilities and instructional materials in TLE should be given
attention. It is necessary that school facilities be provided by the government so
that students are properly guided and taught how to handle the right tools,
equipment, and facilities.
7. Varied Strategies of teaching the subject should be given more focus aside from
the usual strategies used by the teachers. Teachers should be encouraged to grow
professionally or attend professional trainings on teaching strategies to update
their technical expertise in teaching the subject.
8. Further studies related to this research are recommended.
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