Hanna Cuevas
Hanna Cuevas
Hanna Cuevas
Introduction
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
(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 And professional educators know very well
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
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 countrys 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
1
Contrary to their concept, the Philippine Educational System has apparently failed
to produce the much-needed Filipinos for the countrys social and economic
development. The demand for learning especially in the world of work has altered.
the 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
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 today and to promote
community. According to De Alca, The TLE as the 5 th learning area in the curriculum is
the Laboratory of Life. Among the learning areas, it is the most experimental,
learning area that provides the students quality time to demonstrate practical knowledge
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and life skills that have been gained especially, the skills of empathy, vocational
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
Education offers Technical and Vocational courses to basically enhance and develop their
Luistro said in the column entitled Education and Home for November 10, 2010 issue
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
development.
DepEd continues to raise the quality of the Tech-Voc program through the
works hand in hand with DepEd in encouraging the full participation and mobilization of
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the industrys labor and Tech-Voc Education in the development of the countrys human
resources.
pursue this study to identify the Techniques and Strategies of Teachers in Teaching
How would these be done? It will begin with the Teachers Effectiveness in
Teaching. The concern for Teachers 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
and approaches that make teaching effective. 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. Techniques
are the day to day activities which the teacher may design for a lesson and methods are
the overall procedure or process to achieve certain goals. It is now clear that the three are
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
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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
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
realize individual differences among students and put himself in the position to meet
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. Many Teachers didnt care for
someone exerted no effort to think which could be more appropriate learning style or
According to Aquino, at the end of every subject, the teacher must have
developed the students cognitive learning, his intellectual skills will have developed;
what is being learned, and ultimately incorporating the values of a discipline into a way
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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. This concept calls for a real work
experience. The love for work must be stressed or develop by the TLE teachers.
approach to learners. The teachers should be aware that a positive stimulus should be
response is linked with a stimulus after a person sees the consequences of another
stresses the importance of making students feel confident about their own ability. The
teacher should encourage the students to perform an activity for its own sake and for their
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.
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Bruners Theory of Cognitive Constructivism states that, Learning is an active
process: Direct experience, making errors, and looking for solutions are vital for the
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. The school should
have adequate facilities and equipment to help the students learn from the real thing.
organized from simple to complex order, while providing a meaningful context in which
subsequent ideas can be integrated. The Teacher should teach theory, principles, and
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.
development; consciousness and cognition are the product of socialization and social
behavior. A constructivist teacher creates a context for learning in which students can
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
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Browns 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. The Teacher demonstrates a task explicitly, and the
This study aimed to assess and describe the Techniques and Strategies of Teachers
School.
1.1 sex;
4. Is there any significant relationship between the Teachers and Students responses
5. What are the things that they use when they teach?
responses regarding:
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6.1 Resources and Materials
7. What are the things developed by the students in learning different areas in TLE?
7.1 Skills
7.2 Values
8. What are the problems that the Teacher and Student encountered in the Learning
Process of TLE?
10. Is there any significant relationship between the Teachers and Students
11. How are you going to rate the performance of your teacher in teaching the subject
5- Outstanding
4- Very Satisfactory
3- Satisfactory
2- Fair
1-Needs Improvement
Null Hypotheses
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2. There is no significant relationship between the Teachers and Students responses
regarding:
would equip the teachers with the skills they would need to handle Technology and
Students. Results of this study will lead to the students improvement of their
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
The Community. This study is important because it can help the community;
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use more applicable, suitable, and effective methods and strategies which will improve
to develop desirable attitudes and values which will contribute to effective personal,
Future Researcher. The results of the study may reveal insights that will help
future researcher realize the goals of their studies. They may use the data of this study to
different areas in Technology and Livelihood Education in Public High School. The
Definitions of Terms
For better understanding of this study, the following words are defined
operationally.
Affective Learning. It includes the way we deal with things emotionally, such as
Age. It is a period of human life, measured by years form birth, usually marked
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Cognitive Learning. It involves knowledge and the development of intellectual
skills. This includes the recall or recognition of specific facts, procedure, and concepts.
assessment resources.
attitudes, and other forms of behavior of practical values in the society in which he lives.
vivid impression.
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
services, technologies, or ideas that are readily available to markets, governments, and
society.
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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.
Techniques. The day to day activities which the teacher may design for lesson.
function.
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
development of knowledge, skills and attitudes necessary for a place in the workforce, at
CHAPTER II
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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
Level should have as it aims the preparation of students either for Technical Vocational 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.
For Palma, the Curriculum is not static. It is always tentative and is meant to
period.
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3. It must be progressive. It must bring improvement.
Bacani, P. and Barba, B. stated that 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
the program consists of curriculum, staff and physical facilities development designs to
the system.
nature and purpose of man, therefore, of ones self, ones own people and other
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c. Broaden and heighten ones abilities in and appreciation for the arts, the
science, and technology as a means for maximizing ones potentials for self-fulfillment
Secretary Juan Manuel of DECS in the conference of the Philippine Society for
Curriculum Development held at the Teachers Camp, Baguio City. 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
become relevant and vital factor in national development. It is forward looking because
it is ever alerted to consider new ideas, new concepts, and new ways of doing things.
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 cover home and family living, housing and family
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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
differences and similarities in ways that will make the economics, social and cultural
According to Macarayan, the home and the family are still the center of the
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 must focus more on research. It is only through
research that one can add to the existing body of knowledge in Home Economics and
Local Studies
GENDER
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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
of freshmen college students of University of Baguio, she found out that gender did not
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.
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
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.
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
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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,
GENDER
Several studies are conducted to find out if gender affects the Teachers teaching
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
According to Bael, she revealed that gender is undoubtedly the most intensely
Achievement and Motivation, pointed out that high need achievers tend to be
responsibility for their actions. Males would like to be practical, shrewd, assertive, and
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AGE
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
technology.
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.
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.
AREA OF SPECIALIZATION
areas of specialization are given added trust and confidence vis-a-vis their expertise along
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TEACHING STRATEGIES USED IN TEACHING
Naga, cited Maromas study of the proficiency of Industrial Arts Teachers. His
respondents.
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
teachers. They are as follows: use of lecture, lecture-forum, panel, debate, film method,
brainstorming, case study, mini-case study, graphic method, role playing and use of
games. The writer added that there are no known best methods of teaching but a teacher
can blend all teaching approaches and methodologies and use the most appropriate one
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SCHOOL RELATED FACTOR
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
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
Foreign Literature
The Materials below represent below the concepts that strengthened the need to
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. 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 believed to be necessary
22
and desirable to produce Educational Quality and by looking at evidence (outputs)
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. 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
The results of the study indicated that the most common preferred destination for
these students immediately after high school was 6 th Form and then attend a university.
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.
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finance, and banking, and they want to pursue careers in business and tourism.
a study conducted by Powell, the researcher explored how the behaviors 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
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 most 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. Much of the youth (51%) chose careers in the farm trades, and the plurality
(16%) chose to pursue careers in building and construction trades. Other career options
provide vocational training in farm trades, establish youth clubs, provide leadership,
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financial and logistical support for the youth to develop and manage self-sustaining
Griffith and Wade, worked on a study of The Relation of High School Career and
Employment and college enrolment history of high school graduates of a large, suburban
Further, they noted the work of Ames (1979, 40). Survey results indicated that
graduate deans believed the following criteria (and related attributes) were most
Synthesis
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
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. Palmas work
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said that Curriculum in the Philippines is not static. Bacani and Barba stated that 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
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, Etulles
and Pacers study find out that Gender did not affect the ability of the student. De Panos
study finds out that the younger people are more innovative than older people. Paynos
study finds out that teaching Industrial Arts can be effective only if it meets adequately
For Teacher related factors, based on Jeraplasens study, she found out that
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. Callos study, finds out that older teacher tends to loss enthusiasm, unlike
younger teacher shows greater enthusiasm. The study of Naga also is like Callos study,
but she added that the creativity can be seen at the age of 34 yrs. old. Galilea also said
26
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. Nagas 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
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
Most of the concepts which can be gleaned from the Foreign Literature focused
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
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,
27
Further, the said chapter reviewed also the needs of schools specifically that of competent
The significance of the studies and literature then provides a strong basis for
which this current study is founded. For schools to can offer Technology and Livelihood
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
CHAPTER III
Research Methodology
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In this chapter, Research Method, Research Locale, Population Frame and Sample
were presented.
describes and interprets what is. It reveals the conditions or relationship that exist or
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.
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.
Research Locale
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Masagana High School is the research locale of the study. It has a total of 9
sections in Grade 7 and Grade 8 level. In this study, the researcher chooses only the 20 %
of each section
The population comprised of 281 Grade 7 students, 252 Grade 8 students, a total
of 533 students and 14 Technology and Livelihood Education Teachers. In computing the
number of respondents, the researcher used the Slovens Formula which is represented:
e= Margin of Error
n= N
1+ (N*e2)
n= 533
1+ [533(0.05)2]
n= 533
1+533(0.0025)
n= 533
1+4.1975
n= 533
5.1975
n= 109
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To get the proportional allocation of the percentage, the researcher uses the proportional
%= Percentage
%= 109
533
% = 19.2 or 20 %
Table 1
This table will show the number of male and female teachers, the total and the
percentage.
Table 2
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Presentation of the Student Respondents
Sampling Technique
This type of sampling is one in which everyone in the population of the inquiry has an
each class is the sample size; the total sample size is 109 which are 20% of 533.
In this study, the process used was a survey of the responses of the 58 Grade 7 and
51 Grade 8 students of Masagana High School located at Pandi, Bulacan for the School
Year 2017-2018. The other responses will be taken from all the members of the faculty
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Instrumentation
preparing the questionnaires, the researcher gathered information from books and other
sources such as published or unpublished theses to gain more knowledge and insights
about the study. The Questionnaire was based on the Questionnaire of Alejandro Vitug.
Then all information related to the study was put together in a form of
questionnaire. Two sets of questionnaires were prepared, one for the TLE Teachers and
the other one for the students. Questionnaires intended for the TLE teachers include
information about the teachers 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 students 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
equipment, skills and values they developed, problems they encountered and the
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The researcher gives them a checklist to be answered if the question will be
revised, retained, or removed. After they validated it, the researcher made all the
revisions. Then, the researcher conducted dry run to two (2) TLE Teachers and five (5)
researcher. Permission was sought from the school principal who gladly accommodates
the researcher. The principal of the school told the TLE Department Head of that school
to assist the researcher. The TLE Department Head asked the researcher 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 teachers questionnaire. After all
the distribution was done, the TLE Department Head told the researcher to go back next
As soon as the researcher gathered the pertinent data, they were complied, sorted
out, organized and tabulated. The data were subjected to statistical treatment to answer
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.
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Where: P = Percentage
Perc
P= f x 100 F = Frequency
N
Per
N = Number of Class
Improvement
3. Weighted Mean. The Weighted Mean was used to calculate the central
Typewequation
= here. = the sum of all quantities that follow
n
= Frequency
n = Number of respondents
4. Arbitrary Scale. The following scale was used to describe the result.
35
5. Pearson Correlation Coefficient denoted by r, is given by:
n = number of cases
xy = x multiply by y
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 .10 .05 .02 .01
Two-Tailed
Test
df
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8 .549 .632 .716 .765
CHAPTER IV
37
TLE Teacher Respondents Profile in terms of Gender, Age, and Educational
Attainment
Table 3
RESPONDENT F %
MALE 6 42.86
FEMALE 8 57.14
TOTAL 14 100
57.14% were Female, and 6 or 42.86% were Male. This indicates that Female Teachers
Table 4
AGE RESPONSES
F %
25-35 1 7.14
35-45 1 7.14
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45-55 6 42.86
55-65 6 42.86
TOTAL 14 100.00
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
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Bachelor of Science in Computer Education 0 0.00
Bachelor of Science in Home Economics Major in Food and Applied Nutrition and
the TLE teacher respondent graduated with a degree of Bachelor of Science in Industrial
Education.
Bachelor of Science in Home Economics Major in Food and Applied Nutrition and
Table 6
40
Master of Arts in Teaching 0 0.00
Others:
Masters Degree of Master of Arts in Education, and 1 or 33.33% of the TLE teacher
This indicates that only 2 out of the 14 TLE teacher respondents have the highest
41
Culinary Arts 2 11.76
Computer Education 1 5.88
Dressmaking 2 11.76
Home Economics
(Cosmetology, 1 5.88
Housekeeping, etc.)
Industrial Arts (Drafting,
Construction Building,
5 29.41
Woodworking, Metal
Works, Electronics, etc.)
Business Education
(Entrepreneurship, 1 5.88
Marketing, etc.)
Others:
Exploratory Technology
and Livelihood 3 17.65
Education I
Exploratory Technology
and Livelihood 2 11.76
Education II
TOTAL 17 100.00
Table 7 shows the subject taught by the TLE teacher respondents. 5 or 29.41% of
is teaching Culinary Arts, Dressmaking, and Exploratory TLE II, 1 or 5.88% of the TLE
Education.
This means that most of the TLE teachers are teaching Industrial Arts (Drafting,
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Table 8
SUBJECT RESPONSES
f %
Culinary Arts 76 22.16
Computer Education 43 12.54
Dressmaking 0 0.00
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
This indicates that most of the respondents are specialized in Industrial Arts.
Table 9
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TEACHING METHODS/STRATEGIES RESPONSES
f
%
Lecture Method 13 18.57
Reporting Method 12 17.14
Activity Method 5 7.14
Discussion Method 13 18.57
Laboratory Method 1 1.43
Project Method 13 18.57
Demonstration Method 8 11.43
Question and Answer Method 2 2.86
Group Learning Method 1 1.43
Problem Solving Method 1 1.43
Others: 0.00
Simulation 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;
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
This indicates that the TLE Teachers use Lecture, Discussion and Project Method
Table 10
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TEACHING
RESPONSES
METHODS/STRATEGIES
f %
Table 10 the table represents the Student Responses on the Teaching Methods
used by their TLE Teachers. 91 or 18.10% of the students said that their teachers use
Problem-Solving Method.
The data confirms that discussion method garnered the highest number of
responses that states that most of the teachers use this method in teaching different areas
of TLE.
Table 11
45
RESOURCES AND MATERIALS RESPONSES
f %
Lesson Plans 13 30.23
Textbooks 14 32.56
Module/Workbook 2 4.65
Multimedia Aids 2 4.65
Visual Aids 12 27.91
TOTAL 43 100.00
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
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
RESPONSES
RESOURCES AND MATERIALS
f %
Lesson Plans 156 28.11
Textbooks 83 14.95
46
Module/Workbook 53 9.55
Multimedia Aids 49 8.83
Visual Aids 207 37.30
Others:
Drawing Boards 1 0.18
Cooking Materials 2 0.36
Drafting Tools 2 0.36
Actual Materials 2 0.36
TOTAL 555 100.00
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;
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
47
Home Economics Room (Gas Stove,
Kitchen Utensils, Sewing, Machines, 7 24.14
etc.)
Industrial Arts Room (Electrical Tools,
Drafting Tools, Woodworking Tools, 5 17.24
etc.)
Agricultural Arts Room (Gardening 2 6.90
Tools, Farm Tools, etc.)
Spacious Working Area 0 0.00
School Garden 5 17.24
Storage Cabinet 8 27.59
Computer Laboratory 2 6.90
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
This indicates that Storage Cabinet is the most common facilities and equipment
Table 14
Students Responses on the Facilities and Equipment used in learning different areas of TLE
48
FACILITIES AND RESPONSES
EQUIPMENTS
f %
Home Economics Room (Gas
Stove, Kitchen Utensils, Sewing, 113 31.13
Machines, etc.)
Industrial Arts Room (Electrical
Tools, Drafting Tools, 161 44.35
Woodworking Tools, etc.)
Agricultural Arts Room
(Gardening Tools, Farm Tools, 4 1.10
etc.)
Spacious Working Area 18 4.96
School Garden 5 1.38
Storage Cabinet 7 1.93
Computer Laboratory 52 14.33
Others: 0.00
Classroom 3 0.83
TOTAL 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
49
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
Table 15
Teachers Responses on the skills developed by the students in learning different areas of TLE
SKILLS RESPONSES
A. CULINARY ARTS F %
2 20.00
Meal Planning, and Budgeting
B. COMPUTER EDUCATION
Learning Computer operations and concepts 0 0.00
C. HOME ECONOMICS
(DRESSMAKING, COSMETOLOGY,
HOUSEKEEPING, ETC.)
50
Able to apply the principles in decoration 5 29.41
Others: 0.00
Draft Patterns 1 5.88
TOTAL 17 100.00
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
Table 15 the table shows the Students Responses on the skills they developed in
the TLE Teacher said that introducing cooking terms and techniques; preparing, cooking
and serving foods and table setting; preparing foods properly; meal planning and
51
budgeting, and 1 or 10% of the TLE Teacher answered food preservation and baking.
In Computer Education, making HTML and Web Design is the only skill the
29.41% or 5 TLE Teachers answered that ability to sew and design dresses and ability to
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
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
business is the primary skill to be developed by the students; 2 or 33.33% of the TLE
the TLE Teachers answered Making business plans of feasibility study is the last.
52
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
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
Table 16
SKILLS RESPONSES
A. CULINARY ARTS f %
Meal Planning, and Budgeting 57 20.73
Preparing, Cooking, and Serving Foods 72 26.18
and Table Setting
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 43 35.83
concepts
Knowing the general structure of E-Mail 16 13.33
and E-Mail Address
53
HTML 8 6.67
TOTAL 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 14.46
Able to use different tools in
Housekeeping 9 10.84
Others:
TOTAL 83 100.00
E. BUSINESS EDUCATION
(ENTREPRENEURSHIP,
MARKETING, ETC.)
Making useful and artistic articles out of 30 32.97
trash for home and personal use
54
Making business plans of feasibility 19 20.88
study
Retailing Business 19 20.88
TOTAL 91 100
Table 16 shows the Students Responses on the skills they developed in different
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
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.
they developed their skills through learning computer operations and concepts; 24. 17%
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
72.29% or 60 Students Responses answered that able to apply the principles in cosmetics
55
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.
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;
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.
useful and artistic articles out of trash for home and personal use have developed their
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
Education, majority of the Students Responses developed their skills through learning
56
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
Table 17
VALUES RESPONSES
f %
Adaptability 14 12.39
Honesty and Integrity 14 12.39
Positive Attitude 14 12.39
Dependable and Responsible 14 12.39
Strong Work Ethics 12 10.62
Self-Motivation 14 12.39
Loyalty 13 11.50
Strong Self-Confidence 14 12.39
Others:
Accuracy 1 0.88
Neat and Orderly 1 0.88
Self-Discipline 2 1.77
TOTAL 113 100.00
Motivation and Strong Self Confidence are the primary values to be developed by the
of the TLE Teachers Responses answered Strong Work Ethics; 2 or 1.77% of the TLE
57
Teachers Responses answered Self Discipline; and 1or 0.88% of the TLE Teachers
This indicates that being Adaptable, Honest and Good Integrity, Positive Attitude,
dependable and responsible, Self-Motivated, and Strong Self Confidence are the values
Table 18
VALUES RESPONSES
f %
Adaptability 95 8.55
Honesty and Integrity 134 12.06
Positive Attitude 164 14.76
Dependability and 143
Responsibility 12.87
Strong Work Ethics 149 13.41
Self-Motivation 154 13.86
Loyalty 108 9.72
Strong Self-Confidence 160 14.40
Others:
Accuracy 1 0.09
Neat and Orderly 1 0.09
Self-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
58
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
Majority of the students have a positive attitude based on their responses on the
Table 19
PROBLEMS RESPONSES
f %
Tardiness 11 24.44
Absenteeism 13 28.89
Lack of Interest 10 22.22
Non-Compliance of the 7 15.56
requirements
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
Environment.
The data confirms that the primary problem they met in the teaching process of
TLE is Absenteeism.
Table 20
PROBLEMS RESPONSES
f %
Tardiness 56 18.73
Absenteeism 16 5.35
Lack of Interest 81 27.09
Non-Compliance of the
38 12.71
requirements
Malfunctioning of Laboratory
34 11.37
Equipment
Classroom/Laboratory
70 23.41
Environment
Others:
Sleepy 4 1.34
TOTAL 299 100.00
Table 20 shows the Students Responses on the Problems they encounter in the
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;
60
12.71% answered that non-compliance of the requirements will be a problem especially
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
interest on the subject is the major problem that they encounter in the teaching-learning
process.
Table 21
SOLUTIONS RESPONSES
f %
Constant Follow up on
Attendance 14 41.18
Consultation of Parents 13 38.24
Counseling 4 11.76
Research Work 0 0.00
Request on
Classroom/Laboratory
Improvement 0 0.00
Others:
61
Table 21 shows the TLE Teachers Responses to the solutions to the problem. 14
Parents; 2 or 5.88% of the TLE Teachers answered Budget for new equipment; and 1 or
This means that the solution to the problem is Constant follow up on Attendance.
Table 22
SOLUTIONS RESPONSES
f %
Others:
Table 22 shows the Students Responses on the Solution to the Problems met. As
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.
62
59 or 16.95% of the student-respondents also suggested that research work can be given
to students to lift 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
Among the solutions suggested by the students, majority of them said that
learning.
Table 23
CRITERIA 5 4 3 2 1
OWM DI
# WM # WM # WM # WM # WM
Mastery of the Subject
11 3.93 3 0.86 0 0 0 0 0 0 4.79 O
Matter
Knowledge of the
Teaching 8 2.86 6 1.71 0 0 0 0 0 0 4.57 O
Methodology
63
Ability to implement a
technique in 12 4.29 2 0.57 0 0 0 0 0 0 4.86 O
presenting lessons
Ability to motivate
9 3.21 5 1.43 0 0 0 0 0 0 4.64 O
students to inquire and
look for answers
Technique in
10 3.57 4 1.14 0 0 0 0 0 0 4.71 O
Questioning students
Knowledge in the use
of equipment and uses 11 3.93 3 0.86 0 0 0 0 0 0 4.79 O
it for instruction
Ability to use the
tools and equipment 12 4.29 2 0.57 0 0 0 0 0 0 4.86 O
properly
TOTAL 4.74 O
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 an Over All Weighted Mean of 4.79; and in the seventh
64
criteria, they evaluate their performance as Outstanding, which has an Over All
criteria given.
Table 24
CRITERIA 5 4 3 2 1
OWM DI
# WM # WM # WM # WM # WM
Mastery of
the Subject 179 2.61 108 1.26 54 0.47 2 0.01 0 0 4.35 O
Matter
Knowledge of
the Teaching 145 2.11 150 1.75 43 0.38 3 0.02 0 0 4.26 O
Methodology
65
Ability to
implement a
technique in 154 2.24 132 1.54 39 0.34 2 0.01 0 0 4.14 VS
presenting
lessons
Ability to
motivate
students to
123 1.79 137 1.60 62 0.54 4 0.02 0 0 3.96 VS
inquire and
look for
answers
Technique in
Questioning 145 2.11 123 1.43 60 0.52 6 0.03 0 0 4.11 VS
students
Knowledge
in the use of
equipment
200 2.92 100 1.17 41 0.36 2 0.01 0 0 4.45 O
and uses it
for
instruction
Ability to
use the tools
and 209 3.05 85 0.99 37 0.32 2 0.01 0 0 4.37 O
equipment
properly
TOTAL 4.23 O
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
66
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 an Over All Weighted Mean of 4.45; and in the seventh
criteria, they evaluate their performance as Outstanding, which has an Over All
CHAPTER V
67
Summary of Findings, Conclusions and Recommendations
Presented.
The purpose of this study is to find out the Techniques and Strategies of teachers
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
The pure random sampling was used in this study. A researcher-made instrument
The instrument used was tested first with a group of 1 Fourth Year college
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
68
learning process of TLE, and its solutions. A Weighted Mean was used to find out the
Findings
1. 8 or 57.14% of the TLE Teacher Respondent were Female, and 6 or 42.86% were
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
Teacher-Respondents who graduated with the Bachelors degree with the major of
TLE subjects. And 1 or 7.14% of the TLE teacher respondent graduated with a
who took up Masters Degree. And 1 or 33.33% of the TLE teacher respondents
69
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
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
or 2.86% of the TLE Teacher used Question and Answer Method, and 1 or 1.43%
of the TLE Teachers used Laboratory, Group learning, Problem Solving, and
used by their TLE teachers; 155 or 14.69% in activity method; 148 or 14.03% in
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
70
used Visual Aids; 2 or 4.65% used Module/Workbook and Multimedia Aids.
in the class are visual aids; 28% or 156 Student-Respondents answered that their
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-
Respondents answered visual aids as the primary resources and materials used by
used Agricultural Arts Room and Computer Laboratory. Majority of the Teacher-
(Electrical tools, Drafting tools, Woodworking tools, etc.) as their facilities and
using Home Economics Room (Gas stove, Kitchen Utensils, Sewing Machine,
71
Computer Laboratory; 18 or 4.96% of the Student-Respondents are using
all the skills to be developed by their students. Aside from this, they include food
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
already have the ability to apply the principles in cosmetics which comprises 60
72
lettering and making of pictorial drawings have developed their skills which
Respondents said that making useful and artistic articles out of trash for home and
answered self-discipline; and 1or 0.88% answered accuracy, and neatness and
orderliness. Majority of the TLE Teachers said being adaptable, honest, Positive,
Respondents with regards on the Values being developed. 160 or 14.40% of the
73
17. 13 or 28.89% of the Teacher-Respondents answered absenteeism as the primary
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
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
Respondents answered budget for new equipment; and 1 or 2.94% of the Teacher-
74
Respondents answered repair of computers. Majority of the Teacher-Respondents
conducive to learning, yet there are still some rooms which are not. 75 or 21.55%
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
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
budget for new equipment is really a need in schools. Majority of the Student-
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,
Over All Weighted Mean of 4.57; in the third criteria, the Teacher-Respondents
Outstanding, with an Over All Weighted Mean of 4.71; in the sixth criteria,
75
the Teacher-Respondents evaluated their performance as Outstanding, with an
Over All Weighted Mean of 4.79; and in the seventh criteria, the Teacher-
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;
TLE Teacher as Outstanding, which has an Over All Weighted Mean of 4.26;
TLE Teacher as Very Satisfactory, with an Over All Weighted Mean of 4.14; in
TLE Teacher as Very Satisfactory, with an Over All Weighted Mean of 3.96;
TLE Teacher as Very Satisfactory, with an Over All Weighted Mean of 4.11;
TLE Teacher as Outstanding, with an Over All Weighted Mean of 4.45; and
their TLE Teacher as Outstanding, with an Over All Weighted Mean of 4.37.
Teachers as Outstanding.
Conclusions
76
1. In terms of profile of the Teacher-Respondents, most them are Female Teachers.
Also, most of them are between the age brackets of 45-55 and 55-65 years old.
2. Most of the Teacher-Respondents graduated with Bachelors degree major in
Industrial Arts and Food and Applied Nutrition. Two of them had their Masters
Degree and have units with their only respective graduate studies.
3. Most of the Teacher-Respondents taught Industrial Arts. Also, most of the
Method as the method in teaching different areas of TLE. Most of the Student-
TLE teachers.
5. Most of the Teacher-Respondents are using Textbooks as their primary resources
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,
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 interest in TLE they are taking up.
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
77
classroom/laboratory improvement as the best solution for the problems they met
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
1. School heads should find ways and means to have sufficient funds to improve the
teaching Technology and Livelihood Education so that they could improve their
among others, the value of human labor and skills. Linkages and community
that students are properly guided and taught how to handle the right tools,
the usual strategies used by the teachers. Teachers should be encouraged to grow
78
professionally or attend professional trainings on teaching strategies to update
79
80