Volume 1, Issue 6, September, 2023 ISSN (E): 2938-3811

Perspective Drawings of Senior High School

Students in Housekeeping and Technical Drafting: A
Theory Development Approach
Reynaldo V. Moral, PhD 1
Eugene Embalsado 2
Victor Rey B. Lomocso 3
Master Teacher I, Department of Education, Division of Cebu City, Cebu, Philippines1
Teacher III, Department of Education, Division of Cebu City, Cebu, Philippines2
Teacher I, Department of Education, Division of Cebu City, Cebu, Philippines3

Abstract
The study focused on senior high school students’ perspective drawings who are majoring in
housekeeping and technical drafting of the Technical-Vocational Livelihood (TVL) Track. It
is an attempt to develop a theory as well as formulated an academic strategic plan that will give
students the advantage, they will need in making the transition from high school to college.
The specific objectives are to explore the students’ images based on the drawings they have
created and discover the aspects of perspective drawing as essential to a teacher’s presence.
There were ten (10) informants in this study that has been systematically collected and
analyzed. With the adapted lesson plan of Thrive Collective approach, the study utilized the
grounded theory during data analysis with the following stages: open coding, axial coding, and
selective coding. Subjects should understand what is being asked of them and involved persons
must be competent to consent. From the conducted thematic analysis, three (3) propositions
were drawn up: (a) when the students are interested in what they are doing, they will be able to
perform the task effectively and efficiently; (b) students learn by imitating others on how they
do things aided by technology, and (c) solving problems could be done gradually by using
mental visual perceptions. From the propositions, these hypotheses were derived: (a) student’s
ability could be recognized based on their drawings; (b) the power of students’ imagination
could be put into practice, and (c) life skills are influenced by the students’ intellectual capacity
with the guidance of the teachers. Considering these suppositions, students’ perspective
drawings are brought by imagery in relation to real-world problems.

Keywords: drawing, housekeeping, technical drafting.

INTRODUCTION
Drawing plays a vital role in the development of humans’ cognitive domain. It can help them
learn how to write and think creatively, develop hand-eye coordination, sharpen analytic skills,
and conceptualize ideas. Generally, most high school students rarely used a tool for learning in
school since high school teachers are not trained in visual education. For these types of learners
and educators, drawing is not something that should be confirmed in art lessons. As a matter
of fact, it is a skill that can play a role in many different subject areas in school education, and
later in the workplace (Adetunji, 2016). As cited by Picard and Gauthier (2012) “a drawing is
much more than what it represents”. In addition to depicting the figurative aspects of everyday
objects (e.g., a car), drawings can express psychological moods and basic emotions.
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In the pandemic process due to COVID 19, the change and transformation in education, which
started with the process of integrating communication technologies into education, paved the
way for the emergence of alternative systems to traditional education practices and further
strengthened existing systems such as distance education (Elitaş in Dilmac, 2020). According
to the results of the study conducted by Duran (2020), there is consistency between the
drawings and interviews of the children during the COVID-19 pandemic. In addition, students
react differently to online education, and their reaction is based on their proficiency in using
online tools, their ability to technically access online courses, and the instructors’ manner of
conducting learning activities (Butnaru et al., 2021).
Moreover, many of the measures that the region’s countries have adopted in response to the
crisis are related to the suspension of face-to-face classes at all levels, which has given rise to
three main areas of action: the deployment of distance learning modalities through a variety of
formats and platforms (with or without the use of technology); the support and mobilization of
education personnel and communities; and concern for the health and overall well-being of
students (ECLAC-UNESCO, 2020).
Consequently, according to the Organization for Economic Co-operation and Development
(OECD, 2018), students will need to develop curiosity, imagination, resilience, and self-
regulation; they will need to respect and appreciate the concepts, perspectives, and values of
others; and they will need to cope with failure and denial, and to move forward in the face of
adversity. Their inspiration will be more than getting a good job and a high income; they will
also need to care about the well-being of their friends and families, their communities, and the
planet.
In this principle, the investigation by Chedi (2015) reviews the challenges facing technical
graphic/ drawing skills acquisition, the use of ICT in the teaching methodology, and the
essential issues related to the enhancement of teaching and learning. The reviews revealed that
learners find it difficult to Visualize a Multi-view Drawing and use CAD. Various research
discovers that the use of ICT such as Computer Animated Modules for Engineering Drawing
(CAMED) and multimedia computer-based instruction enhances Technical Graphic/ Drawing
skills acquisition for teaching and learning.
A new study shows that drawing is superior to activities such as reading or writing because it
forces the person to process information in multiple ways: visually, kinesthetically, and
semantically. Across a series of experiments, researchers found drawing information to be a
powerful way to boost memory, increasing recall by nearly double. Importantly, the benefits
of drawing were not dependent on the students’ level of artistic talent, suggesting that this
strategy may work for all students, not just ones who are able to draw well (Terada, 2019).
Likewise, it has been speculated from the article of Riley (2017) on the domain of drawing as
a systemic-functional semiotic model informed by Michael Halliday's model for language, as
adapted by Michael O'Toole in his 2011 The Language of Displayed Art. The model is
demonstrated as an aid to the production of drawings, rather than its more-recognized efficacy
as a means of negotiating meaning from existing works. Furthermore, Makowska (2012)
assumed that the work of a future architect requires the unification of thinking and drawing –

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conscious drawing of every single line. University education is a time of idealism and rejection
of any compromises; however, the subsequent professional work verifies unfeasible ideas and
teaches architects how to adapt their projects to investors' and contractors' requirements. In this
extremely important period of unrestricted, creative drawing students can discover their
potential and find pleasure in creative work.
Uz (2018) states that drawing is the basis of plastic arts and at the same time is a means of
expression for artists. While requiring handicraft, drawing also brings along an intellectual,
emotional, and mental process. It is also a field, where alongside the objective reality of
personal emotions, thoughts and dreams can manifest themselves. In contrast, the study by
Rose (2014) suggests that school and home drawing environments may be less influential than
previously thought. Alternatively, there might be fewer differences between the school types
than the curricula suggest. Consequently, future research should consider the artistry of
teachers and parents and observational data of classroom art lessons and home drawing
experiences.
To carry out the role of Technical Vocational & Livelihood (TVL) teachers as catalyzers of
development, the importance of accuracy in any technical drawing, the use of CAD, or
computer-aided design programs, is becoming increasingly common. These programs increase
the speed and accuracy of the drafting process, as well as make the reproduction of drafts as
simple as printing text documents (Career Trend, 2017). As a matter of fact, the study of Arslan
and Dazkir (2017) indicates that the student’s lack of skills in technical drawing and in creating
2D and 3D mental visualizations negatively influenced their design process. This is
substantiated by the report of Yapici and Koldemir (2015) that the movement of the pieces with
the help of technical drawing programs, forces suffered during the movement of materials,
types of material, and help to all kinds of engineering calculations. Based on actual body
measurements with laser technology it has become well-done modeling.
With advancements in technology and modernization, the face of housekeeping has changed,
and is no more considered to be a back-of-the-house department of the hotel. The housekeeping
department ensures the cleanliness, safeguarding, and aesthetic entreat of the hotel. However,
with the passing of time, housekeeping services are increasingly becoming scientific and
mechanized and technology has brought a substantial change in efficiency and product quality
in the housekeeping department as it leads to a reduction of manpower and time (Uttarakhand
Open University, n.d.). In addition, the competency achievement of students as an intern in the
housekeeping department needs to be evaluated through the performance assessment. Their
performance is judged by internal and external examiners. Therefore, the competency of the
students is in accordance with the hotel standard (Jubaedah et al., 2019).
In the local situation, at Don Sergio Osmeňa Sr. Memorial National High School, it is observed
that some Grade 12 students show an inclination in the field of drawing and are currently taking
technical drafting and housekeeping. Their transition from junior high school TVL subjects
needs to be enhanced to prevent insecurities in one’s drawing ability. This means students can
be reluctant to use drawing as a way of organizing their thoughts. Unfortunately, the current
school year 2021-2022 shows that their Mean Percentage Score (MPS) in Technical Drafting

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is 60.0% and 44.33% for the first semester. More so, their MPS in Housekeeping reveals 59.0%
and 54.21% which indicates very alarming that needs to be compared for the next semester.
These figures were taken from the current report of the School Monitoring, Evaluation, and
Adjustment (SMEA) coordinator and validated by the Learning and Development (L&D)
coordinator of the school.
The given scenarios and trends are uncommon and unforeseen for senior high school TVL
students. This prompted the researchers to find out why these students practice and nurture
their inner artists to improve their achievement in these major subjects through perspective
drawing. In this intervention, perspective drawing is a technique to create the linear illusion of
depth. As objects get further away from the viewer they appear to decrease in size at a constant
rate. It is one of the most common issues beginners have with drawing and painting. Since the
starting point of the K to 12 curriculum, the school has never undergone intensive action
research concerning students’ experience in technical drafting and housekeeping relevant to
other disciplines in Technical Vocational Livelihood (TVL) as one of the tracks offered under
Senior High School programs in the Philippines which is designed to provide students with
job-ready skills that they will need in the future. Hence the purpose of this study is to formulate
an academic strategic plan that will give senior high school students the advantage they will
need in making the transition from high school to college. By giving a strong overview of
academic expectations, students will be better prepared to meet the challenges of collegiate
academics.

Basic Research Questions

The research questions of this study are formulated as follows:
1. What are the students’ images in technical drafting and housekeeping based on the drawings
they have created?
2. How do senior high school students describe their perceptions of teacher presence in the
technical drafting and housekeeping class?
3. What aspects of perspective drawing do senior high school students perceive as essential to
a teacher’s presence in technical drafting and housekeeping class?
4. What immediate strategic plan may be formulated based on the findings of the study?

Innovation, Intervention, and Strategy

The generated theory in this study may contribute to School Improvement Planning (SIP) by
combining the concepts constituting the foundation for positive improvement results of the
senior high school TVL curricula through the meaningful teamwork of the researchers;
measuring the learning goals taken from the Most Essential Learning Competencies (MELCs);
and the regular collection and analysis of performance data using the informants’ drawings and
utterances. The shift to distance learning and hybrid learning has required innovation,
adaptation, and more coordination than ever to support students during the module distribution
and retrieval period. This activity gives students space to share how they are doing, what they
are thinking about, and how they are experiencing school despite the pandemic by helping

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students recognize that teachers care about what they have to say and how they are feeling.
Furthermore, provide the researcher’s insight into students' lives so that researchers can act on
the information that students share in an intentional manner.

How to Implement This Intervention Virtually:

1. Choose a day of the week to conduct a Temperature Check with students. This could be
something they do at the beginning of a meeting/class, towards the end of a class, or
asynchronously.
2. Send out a Google Form as a quick way for students to tell you how they are feeling and
what support they need. (Download and customize our free Google Forms template for
facilitating virtual temperature checks.) Consider asking students to rate how they are
feeling on a scale of 1-5, check off specific feelings that they're experiencing (e.g., happy,
hungry, anxious, overwhelmed, bored, etc.), and share additional details about why they
think they are feeling this way.
3. Have students complete these Temperature Checks on a regular basis (once per week or
once per month, if not more frequently) in an agreed-on period so they have a regular pulse
of what is happening within our school and in our students’ lives.
4. If we identify a student who needs extra support, is sure to find time to check in with them
individually and help connect them with any additional resources they may need.

Finally, the findings of the study lead to creating sound dissemination to increase awareness of
the making of basic research to the TVL teachers and, therefore, maximize the impact that the
research can have in improving the educational outcomes of the senior high school graduating
students that will benefit from it. This will be presented in two cycles during the In-service
Training (INSET) or Learning Action Cell (LAC) to enrich the teachers’ practices with the
most effective strategies and with the newest findings from research evidence in order to
increase the quality of their educational interventions and develop professional knowledge and
skills throughout the education process within the school year.

Methodology
Research and Sampling Design
This study used a grounded theory approach. It is a research method concerned with the
generation of a theory that is ‘grounded’ in data that has been systematically collected and
analyzed. It is used to uncover such things as social relationships and behaviors of groups,
known as social processes. It is a general methodology for developing a theory that is grounded
in data that is systematically gathered and analyzed (Noble & Mitchell, 2016). Analytical
procedures and sampling strategies are then used, and the study is finished when theoretical
sampling reached discussed below. Data collected may be qualitative or quantitative or a
combination of both. Data collection methods often include in-depth interviews using open-
ended questions. Questions can be adjusted as theory emerges. Observational methods and
focus groups were also used. Participants must meet a form of a requirement that fits the

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purpose, problem, and objective of the study. Based on Form 14 of the class advisers, there
will be 5 informants out of 40 students in the Grade 12 section Heimat who are currently taking
up Housekeeping and informants out of 47 students in the Grade 12 D section Dexterity major
in Technical Drafting. Therefore, the total sample size is 10.

Data Gathering Methods

A perspective drawing lesson plan was provided in this study adapted from Thrive Collective
(Minton, 2020). Thrive Collective provides project-based learning that teaches both art and life
skills. To the extent possible, every lesson plan provides three clear goals. First, what art skill,
subject area, or big idea is being taught (the art “learning”)? Second, what will the students
produce by the end of the class (the “project”)? Third, how does that art skill translate into an
everyday life skill (life “learning”)?
The first part of enhancing the students’ perspective drawing was the utilization of the class
outline wherein the primary project is called perspective. This was carried out based on the
following objectives: (1) Be introduced to perspective, horizon lines, vanishing points, as well
as one-point perspective. (2) Draw an example using the edge of a table as a horizon line and
a regular household object in 3-dimensional form from one- and two-point perspectives. (3) Be
asked to think of instances where perspective is important in deciding (sports, problem-solving,
etc.). This will be demonstrated by the TVL senior high school teacher-researchers comprising
4 steps with a limited time of 5 to 10 minutes per step and be followed by classwork and group
check-in /presentations.
Furthermore, to start the grounded theory process, the researchers should:
1. Identify the area of interest.
2. Avoid preconceived theories and focus on the data only.
3. Use theoretical sensitivity— an awareness of subtle messages and meanings in data.
Research stops when we have reached theoretical saturation: the point where we have
sampled and analyzed our data until we have exhausted all theories and uncovered all data.
Grounded theory commonly uses the following data collection methods:
• Interviewng participants with open-ended questions.
• Participant Observation (fieldwork) and/or focus groups.
• Study of Artifacts and Texts

Data Analysis
There are three stages of data analysis in Grounded Theory:
1. Open coding: this involves line-by-line coding where concepts and key phrases are identified
and highlighted and moved into subcategories, then categories. This breaks the data down into
conceptual components and the researcher can start to theorize or reflect on what they are
reading and understanding—making sense of the data. The data from each participant will be
‘constantly compared’ for similarities.
2. Axial coding: at this stage relationships are identified between the categories, and
connections are identified.

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3. Selective coding: this involves identifying the core category and methodically relating it to
other categories. The relationships must be authenticated, and categories refined. Categories
are then integrated together, and a GT is identified.
Analytical notes are encouraged. These are notes to oneself to explain thought patterns in
relation to the data analysis. The final theory is usually generated from the integration of several
analytical memos.

Ethical Considerations
In this investigation, the process of obtaining consent consists of the following: consent was
given freely (voluntary), subjects should understand what is being asked of them, and involved
persons must be competent to consent. This means, that to participate in a research study,
participants need to be adequately informed about the research, comprehend the information,
and have the power of freedom of choice to allow them to decide whether to participate or
decline. Participants’ agreement to participate in this study was obtained only after a thorough
explanation of the research process (Arifin, 2018). Furthermore, Cline and Nelson (2013) states
that parental permission is held to the same standards as informed consent and is required
(absent a waiver) for research involving students. It means the agreement of a child's parent(s)
or guardian to the participation of their child or ward in this action research.

Results
Four themes emerged from the analysis of respondents’ significant statements from which
responses to the study were drawn during the manual coding.

Varying Aspects of Learning

In an inclusive classroom where the different types of learners with different learning needs
are overwhelmingly being taught together, it is fascinating how the teacher ensures the quality
of education. It has been a mantra of almost if not all, educational institutions that there should
be no students that should be left behind. All must move forward regardless of one’s capability.
Capturing and maintaining the learners’ interests as well as ensuring how to deliver instructions
in a way that all students including those with learning difficulties can comprehend and perform
the necessary tasks is quite challenging. This requires knowledge and skill to address all these
challenges.
Differentiated instructions can play an important role in ensuring that the needs of all learners
are addressed properly. Incorporating arts into the different subject areas can be a great strategy
to enhance the spatial intelligence of the learners. This allows them to be more creative thus
improving their cognitive skills. Moreover, technology-aided instruction can also play a very
important role in maintaining and ensuring students’ interest and learning. When the learners
are interested and engaged, it becomes easy for the teacher to transfer knowledge.

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Technologically- Driven Instruction

Providing feedback in terms of technology utilization could be more apparent when teachers
used the traditional ones. Since the trend of the 21st century sees the learners as more adept and
more of them are exposed to a variety of digital tools to gauge where they could be more
creative in thinking and engaging in a particular lesson with the use of their perspective
drawings.
From asynchronous online scenarios to synchronous settings, it is still set from the minds of
the senior high school TVL students on exploring related topics while allowing the slower
students more time to understand the material with the help of the teachers in creating lessons
more enjoyable. Nevertheless, technology enables students to explore new dimensions and
deepen their understanding of difficult concepts, particularly in technical skills enhancement.

Work Commitment
In a classroom setting where learners have different types of capacities to learn, commitment
to work may vary their outputs. Every learner has their own way of learning. It is quite a
challenge to a teacher how to inject commitment, especially in a workplace in which
commitment to work should be visible to ensure the quality of outputs. Commitment to work
and dedication can lead them to be more creative and can bring impact to the workplace as well
as to their lives.
Being committed to work helps our learner to show professionalism and demonstrates time
management skills, easy to approach and willing to help voluntarily, shows confidence for the
job, becomes a team player, open for evaluation and suggestions and lastly shows leadership
skills. Therefore, taking the job is a strong commitment that the teacher’s client’s response to
the quality of instruction which may pay off during the series of activities embedded in the
instructional plan.

Creativity
Creativity is the ability to come up with unique and original solutions. A creative thinker
learner shows the ability known as creative problem-solving. Students’ skills in drawing shows
highly capable of valuable and marketable soft skill in a wide variety of possible careers. This
indicates that manual technological drafting and integrating it with housekeeping skills has
changed the respondents’ learning environment as they do the hand-on the practical
applications of the used media.
Furthermore, senior high school students’ outcome varies their drawing outputs if their
commitment is not visible. The real love to draw but due to lack of knowledge and resources
they are deprive and not able to practice their skill, and their drawing skills are not
acknowledged and not supported nor appreciated. It is therefore essential that the support
system and appreciation must be practiced wherein the emotions as well as the feeling of
students’ on how the sense of creativity is employed as part of the system in the making of
project.

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From the conducted thematic analysis, three (3) propositions were drawn up:

Proposition 1: When the students are interested in what they are doing, they will be able to
perform the task effectively and efficiently.
Adapting to the inevitable evolution of technology in this modern world where different types
of learners exist, slow and fast, is vital. It is also crucial to ensure that the learner’s interest is
ignited during the learning process as it guarantees an easy and quick grasp of new knowledge.
Hence, technology-driven instructions allow the learners to explore the spectrum of acquiring
knowledge where learners are exposed to a more realistic setting or instruction.

“I was self-taught, though the first time I did perspective, it was

more unintentional. But still, I enjoy of what I am doing while
keeps on drawing and drawing (P1, Lines 6-14)”.

Proposition 2: Students learn by imitating others on how they do things aided by technology.
The learners of today are already having the right amount of capability to create and commit
to producing the best drawing outputs, they just need some support internally and externally.
In this premise, technology is very vital in terms of support for them in such a way that is a
whiz kid alights in the age of digitalized activity. However, seeing a model shown by the
teacher could be of great help for the students to pattern their plans in the making of the design.
Indeed, an engagement of one’s work with the idea of replicating a masterpiece would indicate
that the pursuit of learning occurred since there exists a commendable type of motivation that
aspires the TVL students to be creative.
“In order for me to learn and improve perspective drawing
skills I must practice finding the horizon line, seeing objects as
shapes and emphasize my perspective through videos
from YouTube sir (P7, Lines 80-83)

Proposition 3: Solving problems could be done gradually by using mental visual perceptions.
Determining the common factors that provide the student’s insights may influence the ability
to look for solutions to one’s problem. The creative behavior as well as the gradual utilization
of mental imagery in a wider context specifically broadens the scope to encompass the field of
scientific discovery and application on housekeeping and technical drafting. Therefore, the
student’s ability to be responsible for cleaning and reporting any safety hazards to the
homeowner as well as drawings providing visual guidelines and showing how to construct a
product or structure will be enhanced.
“I draw individually because I trust myself to draw better…
Perspective drawing to make our furniture and can
make everything and draw basics to develop our
communities (P8, Lines 120-127)”.

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“As a student, it helps relieve stress because sometimes

when I draw, I tend to forget my problem and can help
I improve my drawing skills…(P4, Lines 132-137)

“I would discuss how perspective drawing contributes

to the realistic aspect of the artwork/s. I would also
discuss how perspective drawings can be used in
illustrating various objects that can be related to
one’s chosen profession (P1, Lines 18-22).

From the propositions, these hypotheses were derived:

Hypothesis 1: Students’ abilities could be recognized based on their drawings.

Once a project has been completed, the time for recognizing the students has a positive impact.
Receiving recognition creates a special place in students’ hearts since this is an opportunity for
sharing their work with others. This conforms to the study of Jubaedah et al; (2019) wherein
the competency that is achieved as an intern in the housekeeping department needs to be
evaluated through the performance assessment in accordance with the hotel standard.
Furthermore, giving students an opportunity to have their work affirmed and recognized by
others makes learning authentic and worthwhile. As a matter of fact, some students may engage
in the work from the start because they know their work will be affirmed by important people
at the end.

Hypothesis 2: The power of students’ imagination could be put into practice.

The teacher’s quality instruction is essential for helping students to develop into truly educated
persons who are capable of thinking through and effectively dealing with the complex problems
of modern society. Since all persons can improve their creative imagination and thinking
abilities. However, this requires an innovative educational program supported by teachers,
parents, and others concerned. Makowska (2012) assumed that the work of a future architect
requires the unification of thinking and drawing – conscious drawing of every single line. And
so, creative drawing students can discover their potential and find pleasure in creative work.

Hypothesis 3: Life skills are influenced by the students’ intellectual capacity with the
guidance of the teachers.
Significant academic growth for all students is being asked with the guidance of the teachers.
This happens since the type of students in the ongoing digital world is ever more diverse
according to the needs of the time. Therefore, playing a greater role with compassion will have
a positive effect on their students’ learning, go beyond providing content knowledge and
prepare the TVL teachers to differentiate their instruction to reach all students. This has a
bearing on the review of Chedi (2015) on the challenges facing technical graphic/ drawing

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skills acquisition, the use of ICT in the teaching methodology, and the essential issues related
to the enhancement of teaching and learning.

Theory Generated: Students’ perspective drawings are brought by imagery in relation to real-
world problems.

Recommendations
To thoroughly understand the students’ perspective drawings based on their experiences among
the TVL teachers in housekeeping and technical drafting, the following recommendations are
proposed:
1) Teachers should balance the number of group activities if needed to encourage the students’
self-regulated learning and pave the way to discover their individual competencies.
2) Students must value the importance of technical skills when working using their visual-
spatial intelligence for the development of their metacognition.
3) A parallel study may be conducted across the K to 12 curriculum in which the competencies
from the syllabi are being enhanced in the long run.

References
1. Adetunji, J. (2016). Why is teaching kids to draw not a more important part of
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%20conceptualise%20ideas.
2. Arifin, S.R.M. (2018). Ethical Considerations in Qualitative Study. Retrieved from
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