Competencies of Technology and Livelihood Education (TLE) Instructors Input to a Training Module in Industrial Arts 1372056125

E – International Scientific Research Journal, VOLUME – V, ISSUE – 2, 2013, ISSN 2094 - 1749

“

Dante B. Guiner

ABSTRACT This dissertation entitled, “Training Module in Industrial Arts for Instructors” utilized the descriptive research. The sets of questionnaires were the main instruments used to gather data. From the results of the study, a training module in industrial arts for instructors was developed for industrial arts faculty of State Colleges and Universities in Region I to further improve their teaching competency. Specifically, this research sought to determine; (1) the profile of the Industrial Arts instructors in State Colleges and Universities in Region I in terms of: (a) age, (b) gender, (c) academic rank, (d) educational attainment, (e) length of service, and (f) trainings attended. (2) the level of competencies along five areas i n industrial arts along: (a) knowledge, (b)skills, and (c) attitudes (3) the level of validity of the training module in terms of (a) content (b) face f ace (c) functionality (d) acceptability. The respondents of this study were composed of 61 instructors teaching five areas in industrial arts in state colleges and universities in Region I. Frequency counts, percentages and mean values were used for the statistical computation of the gathered data. Data were gathered, analyzed and interpreted and arrived of the following findings: The instructors in the five areas in industrial arts were dominated by males between ages 41 and 50 years old. Majority occupy instructor I position, who are holding Bachelor degree with average 1 to 10 years teaching experience. Likewise most of them have attended trainings and seminars/workshop in different levels related to their respective area and with varied skills. Generally, the level of competency of the instructor respondents in five areas in industrial arts revealed a “high competent” remark. Generally, the five areas in Industrial Arts except Electricity with a mean average of (3.07) and Electronics (3.11) had mean ratings above 3.40. Therefore, only two indicators were considered constraints and all the rest were capabilities. The capabilities

184


reflect the high implementation of competency level of Industrial Arts instructors, while the constraints weaken the competency level of TLE instructors. The developed training module in industrial arts for instructors as well as the questionnaires were’’ very much valid’’ as to content and face v alidity.

INTRODUCTION Education is a continuous and never ending process in response to the needs and demands of the times and conditions. In the past, people viewed education as a process of only developing skills, attitudes and values required for citizenship and active participation in society. Today, more people view education as a product to be used in a market place, to be bought and sold by academic institutions, wherein the mark brand is quality, which is the mark for global competitiveness (Gloria, 2006). Being the primary education provider, the school system is put into a great responsibility to cope up with these changes and to enhance the quality of education by providing necessary ways to meet the goals and objectives of education – the improvement of the totality of man. Gloria Macapagal Arroyo (1998) education is the greatest equalizer; it is the medium by which the people can help themselves climb out of poverty. To cope with all the changes, institutions of higher learning should produce quality graduates who will develop the economic and social components of nation building so that this country can be aligned among those considered as developed countries in the world. The State Universities in Region Iare the institutions of higher learning whose guiding philosophy is towards the development of man in his totality, with a critical mind and appropriate technology to adapt to his environment and contribute to the balanced growth and progress of the society it serves. Students who enroll in state universities come from the different provinces in the region. Some are graduates of Barangay high schools in which teachers encounter problems on how they can possibly enhance better transfer of learning. Likewise, the expansion of knowledge and the growing complexities of the times brought about by the demands of industrialization have generated a real need for the logical and systematic changes in some aspects of the educational system. In education, there is a continuing search for methods, strategies, techniques and approaches that can best meet today’s challenges. Various teaching methods and techniques are used in education, each with its own merits and demerits. There are doubts and discontent on the part of the educators, learners and parents as well. The lecture method is probably the most widely used method in the classroom today. It is regarded as a method of excellence making clearly organized explanations and presentation of information. But, it is also criticized because too often students listen passively to lecture but react rarely. Every teacher needs teaching tools in order to achieve the objectives of the lesson planned for the day. Teacher search for answers to problems they face in classroom teaching teaching with reference to the what, how and why. Also, Also, with the continuing 185


search for methods, techniques and approaches that could best meet today’s challenges which will ultimately end up to the full development of the individual, there is but a need to develop, produce and utilize instructional materials such as learning modules, instructional kits and the like. Former Education Secretary Jesli A, Lapus, during the 2006 National Educators Congress stressed following important highlights in education: Our ability to improve basic education rests on our ability to create strong and capable schools. With the continuous dialogue and partnership with both the Commission on Higher Education (CHED) and the Technical Education Skills Development Authority (TESDA), we expect to further improve our nation’s capacity to provide relevant education of our people. The Teacher Education and Development Program (TEDP) through its Teacher Performance and Development Framework established seven domains that represent the desired features of the teaching and learning process namely: (1) Social Regard for Learning; (2) The Learning Environment; (3) The Diversity of Learners; (4) TLE Curriculum; (5) Planning, Assessing and reporting; (6) Community Linkages; and (7) Personal Growth and Professional Development. The seven domains emphasized effective transfer of learning of areas suited f or study. Students will learn more effectively if the instructor uses Instructional tools and materials for instruction. It is therefore necessary that the instructor must develop, produce and utilize instructional materials such as modules, self learning kits and/or instructional gadgets that give instructions more f unctional and which will contribute to the development of the students. There are basic principles that govern govern and influence the design and and development, organization and management, and implementation of Technology Education as a component of Philippine Education. These principles are basic or fundamental truths that explain why technology education is essential in the the education education and training of learners and harnessing harnessing them as a powerful force in nation building. Most importantly, they serve as guidelines in planning, developing, organizing, managing, implementing, evaluating and monitoring this educational program. In brief, the following are basic principles of technology education: (1) Technology education must be planned to support and enhance the socio-economic development goals and programs of the country. (2) Technology education must be designed to meet diverse education and training needs of people. It must provide general technology education, technical and vocational education, undergraduate and graduate programs in various technologies relevant to the country’s development. (3)Technology education is more effective if the students have adequate general education to serve as foundation or tool to learn technical knowledge and skills. (4) General technology education must equip people to acquire functional technological literacy which is very essential in the society. (5) Specialized technology education must prepare people for gainful employment and/or provide upgrading and continuing education and training for those who are already employed, (6) Technology education must be so designed as to match the manpower needs of the various sectors of the world of work. (7) Technical and vocational institutions must seek the cooperation and participation of industry and other sectors with respect to policy 186


formulation, strategic planning, curriculum development, on-the-job training, and other mutually beneficial efforts.(8) technology education must contribute to the overall development of individual as an effective member of hi family and society, (9) Technology education must be supported with adequate funds for operation and maintenance, up keeping and improving facilities and for instruction, research and extension services. (10) Quality of technology education must be insure through effective admission policies, curriculum improvement, faculty development, improvement of facilities and logistics, instructional processes, testing and evaluation and management system. (11) Technology education must be supported with effective technology teacher education programs which should include short term technical/vocational teacher training, pre-service teacher training leading to a baccalaureate degree, masteral and doctoral programs. (12) Technology education must be implemented with adequate facilities (classrooms, shops, laboratories, equipments, tools, etc.) and logistics (instructional supplies and materials). (13) Technology education must be carried out by professionally-trained teachers with industrially and or occupationally-related experiences. (14) Technology education, to be effective, must be supported with research and development. (15) Technology education must provide extension education for those who are out-of-school youth, unemployed, underemployed and others who are desirous to develop skills f or employment. It is on these premises that this study is offered. Theoretical Framework As cited by Quinones (2010), the learner is seen as complex and multidimensional. Social constructivism not on acknowledges the uniqueness and complexity of the learner, but actually encourages, utilizes and rewards it as an integral part of the learning process. The world is changing and so is education. Access to learning opportunities is greater now than at any previous time (Rosenberg, 2000; Voorhees, 2001). Competency-based are the standards or criteria for characterizing good teaching and are defined in terms of what the teacher is competent to do. This is in accordance to CHED CMO #30, particularly for BSED programs, so instead of defining good teaching practice in terms of the teacher’s credentials, LET scores, grades in graduate school, degrees, personality traits, and so on, we look at what the teacher can do competently. In the NCBTS, good teaching is being defined in terms of those practices that help students learn better. So the NCBTS is concerned with whether teachers are competent in helping students learn. The best way to begin using NCBTS is to use the competency-based framework as the guide for thinking critically about whether the teacher’s current practices are helping students attain the learning goals in the curriculum. A teacher can use the various elements of the NCBTS to determine whether their different actions and strategies as teachers are effective in helping their students learn the desired curriculum objectives. Thus, the NCBTS can be used as a self-assessment tool. Self-assessment can help teachers plan for their professional development in the short-term and in the long-term. For example, using the NCBTS the teacher can be 187


aware of her strengths as a teacher and ensure that she becomes more consistent in demonstrating her strengths. At the same time, she can plan on professional development strategies so that she can improve on her weaknesses. (Experiential Learning Courses Handbook, CHED 2007). Constructivist Learning Constructivist learning has emerged as a prominent approach to teaching during this past decade. The work of Dewey, Montessori, Piaget, Bruner, and Vygotsky among others, provide historical precedents for constructivist learning theory. Constructivism represents a paradigm shift from education based on behaviorism to education based on cognitive theory. Fosnot (1996) has provided a recent summary of these theories and describes constructivist teaching practice. Behaviorist epistemology focuses on intelligence, domains of objectives, levels of knowledge, and reinforcement. Constructivist epistemology assumes that learners construct their own knowledge on the basis of interaction with their environment. Four epistemological assumptions are at the heart of what we refer to as "constructivist learning". Knowledge is physically constructed by learners who are involved in active learning. Knowledge is symbolically constructed by learners who are making their own representations of action; Knowledge is socially constructed by learners who convey their meaning making to others; Knowledge is theoretically constructed by learners who try to explain things they don't completely understand. According toCamarao, technology is developing so rapidly and it is impossible to predict exactly what kind of technology skills will be needed in the future. The moment that we have known and learned about technology, something new had already taken place. Therefore people especially the teachers must develop skills that are useful to meet the changes that will occur. This skill includes learning how to understand the new technologies as they evolve in our midst. As Thorndike (1971) commented, “the rating remains as one of the best predictors on individual success later in life”. This concept tends to suggest that the academic and technological achievement is a valid indicator of knowledge, skills and information acquired by the individual in courses which are highly applicable on the job. The focus of this study is presented in a paradigm (Figure 1).This study will consider the relationship of the different variables and the expected outcome will help explain the objective of this study. Figure 1 illustrates the method of development and validation of the training module in Industrial arts. The researcher adopted the input-process-output (I-P-O) model in the course of development of the training module. The profile and level of competency along the five areas in Industrial arts in terms of knowledge, skills and attitude were the input variables; The analysis of the profile and level of competency in Industrial Arts along knowledge, skills and attitude, capabilities and constraint were included, development and validation test for acceptability and functionality of the Training Module were the process that have been undertaken and; the Training Module in Industrial Arts for woodworking, electricity, electronics, drafting and handicraft as the outcome. Level of acceptability of the Training M odule in Industrial Arts was assessed to 188


determine if the material could be used by other Industrial Arts instructors while level of functionality was determined to evaluate if the learning activities included in the module could be practically applied or purposely used by the instructors

Profile of Respondents The profile of respondents as to age, gender, highest educational attainment, academic rank, length of service and trainings attended are presented in Table 3. Age.As reflected in Table 3, age bracket 41-50 had the most number of respondents with the age rate of 20 or 32.79% while the bracket 51 above with 11 or 18.03% had the least. The second most numbered bracket is 31-40 with 18 or 29.51% followed by 30 and below with 12 or 19.67% and the bracket 51-60 with 11 or 18.03% followed in rank. Majority of the faculty were within the early 40’s and late 50’s age bracket. This shows that the college/department maintains a good number of seasoned faculty members who are already exemplars of pedagogical expertise. On the other hand, a greater number of college instructors especially the older ones can barely use a word processor and this may result to resistance from them. Gender.Of the 61 respondents, 39 or 63.93% were males while only 22 were females comprising the 36.07%. The results clearly indicates observance of the CSC Resolution No. 010114 dated January 10, 2001 (MC No. 03, s 2001) which mandates that selections of employees for appointment in thegovernment service shall be open to all qualified men and women according to the principle of merit and fitness provided. They meet the minimum requirements of the position to be filled. There shall be no discrimination in the selection of employees on account of gender, civil status, disability, religion, ethnicity or political affili ation is evident. This also implies that since the school is the second home of the learners teachers are looked up too as surrogate parents. Academic Rank.The group with the most number of faculty as to academic rank is the “Instructor” group which has 32 or 52.46% followed by “Assistant Professor” group with 20 or 32.79%. Those who are “Associate Professor” came next with 9 or 14.75%. There was no respondent whose academic rank of professor. This implies that to be in the highest academic rank, one has to prepare himself/herself with qualitative evaluation of the educational qualification, experience and length of service, and the professional development, achievement and honors of he/she has received. With the advent of National Budget Circular (NBC) 461 as an evaluative appraisal tool a faculty candidate shall satisfy the CCE points corresponding to the rank/sub-rank plus the qualitative contributions in the area of instruction measured in terms or teaching effectiveness.This also affirmed the contention of Ariem (1993) as cited by Flores (2002) stated that in the educational arena, the rank of the teacher carries with him/her the volume of teaching and quasi assignments. Educational Attainment.The respondents with “BS w/ Ma/MS” units is the most numbered group with 23 or 37.70%. Next with 16 or 26.23% is the “w/ Ph.D./Ed.D.” 189


group followed by the “MA/MS” group which is 15 or 24.59%. There are still 5 or 8.20% BS holders and 2 or 3.28% who are Ph.D./Ed.D. The data reveals that most of the faculty members have obtained a graduate degree which is in responsive to the call for quality teaching. The institution has laid down also its policies that the entry requirement of a faculty member in the university must be at least Master Degree Holder. This is supported by the study of Flores (2002) who found that faculty members with high educational attainment tended to perform better than those with lower educational attainment. Manaois (2001) stressed too, the need to attain a higher degree of education relevant training especially to the workers line of specialization in order to raise their level of competence. Flores (2002) articulated that teachers are expected to have adequate knowledge to be able to analyze and to evaluate learning activities and instructional materials. They are also expected to have a thorough understanding of their field to be able to link it in all areas in the curriculum. Length of Service. The longest service with 19 or 31.15% belong to the “21 and above” group followed by 15 or 24.59% in “6-10 years” group. The result can be attributed to their age and year graduated. This is also a good reflection that SCU’s in Region 1 still holds its seasoned faculty members who have imbued in themselves the culture of the university towards quality and excellence followed by the young faculty members. A professionally mature individual has a broader perspective that would help him to perform better. Performance is expected to improve with experience and practice. Trainings Attended Majority of Industrial Arts instructors have attended seminars/workshops/trainings at the school and district levels with a frequency of 59 or 37.11% followed by Regional level with a percentage of 43 or 27.04%. Only 36 or 22.64% have attended trainings/seminars/workshops at the division level. This may be attributed to the availability of techno resources, preparedness of the faculty and extent of support extended to its faculty member.

Table 3. Profile of TLE Instructors/Professor Variable

Freq

Multi-response

12

19.67

18

29.51

20

32.79

11 61

18.03 100.00

a. Age 30 and below 31 – 40 41 – 50 51 and above

Total b. Gender

190


Male Female

Total c. Academic Rank Instructor Assistant Professor Associate Professor Professor Total d. Educational Attainment Ph.D./Ed.D w/ Ph.D./Ed.D. MA/MS BS w/ MA/MS units BS Total e. Length of Service 1 – 5 years 6 – 10 years 11 – 15 years 16 – 20 years 21 and above Total f. Trainings Attended School/ District Division Regional National Total

39 22 61

63.93 36.07 100.00

32 20 9 0 61

52.46 32.79 14.75 0.00 100.00

2 16 15 23 5 61

3.28 26.23 24.59 37.70 8.20 100.00

12 15 1 14 19 61

19.67 24.59 1.64 22.95 31.15 100.00

59 36 43 21

37.11 22.64 27.04 13.20

159

100.00

Level of Competency of Industrial Arts Instructors along Knowledge, Skills and Attitude Table 4 shows the level of competency of Industrial Arts instructors on woodworking in terms of knowledge reveals a 3.85 rating described as “highly competent,” The highest among the indicators was “Discuss the safety practices in woodworking”, that was rated 4.18 and was followed by “Identify the measuring lumber”, This indicates that the instructors have high level of knowledge in the subject area.The lowest among the indicators was “Explain the procedures in preparing a project plan” that has the rate of 2.90. Nevertheless, the instructors have the least knowledge in explaining the procedures in preparing a project plan. 191


Table 4.Level of Competency in Woodworking in Terms of Knowledge Indicators

Mean DER

1. Enumerate and identify the basic tools and equipment in woodworking

3.74

HC

2. Discuss the functions of the power tools in woodworking

3.92

HC

3. Identify the classifications of materials like l umber in woodworking

3.97

HC

4. Identify the measuring and lining tools used in measuring lumber

4.16

HC

5. Discuss the importance of wood joints used in assembling a 3.95 HC project 6. Explain the procedures in preparing a project plan 2.90 MC 7. Discuss the safety practices in woodworking 4.18 HC 8. Identify the classification of wood 4.00 HC Mean 3 85 HC Validation of the Training Module The questionnaire for the validity, level of functionality, acceptability and objectives were presented to seven evaluators for the test of validity as to content and face. Table 4.1 shows the validity of the researcher – made questionnaires as to its content. The grand mean of 4.40 with a descriptive rating of “Very Much Valid” denotes that he prepared questionnaires fit the objectives of its constructions, are well – organized and well – designed, have been presented in a technically appropriate manner in the questionnaires are representative of the concepts in Industrial Arts.In general, the result of the evaluator’s rating to face validity with a mean of 4. 35 (very high validity) proved that the questionnaires were used for the purpose of its construction. Table 4.1 Level of Validity of Questionnaires .

Indicators

Mean

Level of Content Validity

A. Content 1. The questionnaires fit the objectives of its construction. 2. The questionnaires are well – organized. 3. The questionnaires are well – designed. 4. The questionnaires have been presented in a technically appropriate manner. 5. The questionnaires are a representative of the concepts in Industrial Arts. Grand Mean

4.40

Very High Validity

4.40 4.20

Very High Validity Very High Validity

4.40

Very High Validity

4.20

Very High Validity

4.32

Very High Validity 192


B. Face 1. The questionnaires are simple and in straight form. 2. The questionnaires have good format and presentation. 3. The questionnaires express accurately and clearly the desired ideas. 4. The questionnaires are well arranged. Grand Mean

4.60

Very High Validity

4.20

Very High Validity

4.20

High Validity

4.40 4.35

Very High Validity Very High Validity

Table 5 shows the level of competency of Industrial Arts instructors in woodworking in terms of skills and it was rated “highly competent’’ with a mean of 4.03. The highest among the indicators was “Perform the accuracy of measurement as required to a good woodwork” with a mean of 4.38, followed by “Classify hard wood from soft wood” with a mean of 4.18. It simply means that the indicators have a very high level of skills in that area. However, the lowest among the indicators that has been rated was “Manipulate the different cutting tools used in woodworking” with a mean of 3.46. This means that the indicators have the least skill in terms of handling properly of the different cutting tools used in woodworking, and maybe this is the outcome of new innovations in technology.

Table 5.Level of Competency in Woodworking in Terms of Skills Indicators

Mean DER

1.Perform the proper handling of the basic woodworking tools and equipment

3.85

HC

2. Manipulates the different cutting tools used in woodworking

3.46

FC

3. Classify the materials in woodworking

4.25

VHC

4. Perform the accuracy of measurement as required of a good woodwork.

4.38

VHC

5.Construc the different kinds of wood joints

4.07

HC

6. Demonstrate the steps in designing a woodworking project 7. Apply the safety practices when working 8. Classify hard wood from soft wood

3.89 HC 4.16 HC 4.18 HC Mean 4.03 HC Table 6 shows the level of competency of Industrial Arts instructors on woodworking in terms of attitude was rated “high competent” with a mean of 3.97. The highest was “Never use dull or damaged tools” with a mean of 4.16 then followed by “Use the required working uniform, mash and goggles in the shop room” with a mean of 193


4.13. This indicates that the instructors have a high level of attitude on safety precaution. The lowest among indicators was “Classifications and uses of each materials in woodworking” with a mean of 3.39. This indicates that they had a least attitude in classifying and knowing the uses of each materialin woodworking.

Table 6.Level of Competency in Woodworking in Terms of Attitude Indicators

Mean DER

1. Observe safety practices when working in shop

3.97

HC

2. Observe proper care & maintenance of tools in Woodworking

3.93

HC

3. Observe economy in the use of supplies & materials

3.39

HC

4. Never use dull or damaged tools

4.16

HC

5. Keep your fingers away from edges of sharp cutting tools

4.11

HC

4.13

HC

4.08

HC

6. Use the required working uniform, mash and goggles in the shop room 7. Read and follow instruction before using high powered equipment

Mean 3.97 HC On the level of competency on electricity in terms of knowledge as rated by the sixty one Industrial Arts instructors is shown in Table 7.In terms of knowledge of theIndustrial Arts instructors was “moderatelycompetent”.Over all, the level of competency on electricity” with an aggregate mean of 3.04. Only three of the indicators in terms of knowledge which was rated “highly competent”, foremost was “Discuss the basic knowledge in house wiring installation” with a mean of 3.85 and eight i ndicators in terms of knowledge presented for evaluation was rated “moderately competent,” also the remaining three indicators were rated “fair competent.” The lowest was the “Identify and familiarize with the different kinds of electrical symbol” with a mean of 1.84. This indicates an area for improvement on instructor’s instructional materials, they should have a better grasp of the whole program and they must strict in their assessment.

Table 7.Level of Competency in Electricity in Terms of Knowledge Indicators

Mean DER

1. Discuss the basic knowledge in house wiring installation

3.85

HC

2. Discuss the implication of electricity in rel ation to economic growth of the country

1.87

FC 194


3. Discuss the application of conductors from insulators

3.54

HC

4. Interpret the different ranges of multi tester measurements.

1.93

FC

5.discuss the composition of atom and their functions

3.16

MC

6. Discuss the different types of building wiring installations. 7. Explain the functions of different tools &equipments 8. Explain on how to prepare a electrical house wiri ng plan 9. Discuss devices need to convert mechanical energy into el ectrical energy 10. Identify and familiarize with the different kinds of electrical symbols 11. Explain the difference between conductor and insulator 12. Modify the characteristics and properties of metal 13. Determine the values of capacitors by its color code

3.21 3.15 3.15

MC MC MC

3.16

MC

1.84

FC

3.31 3.23

MC MC

2.85

MC

3.67

HC

3.64

HC

14. Know and understand the various functions and uses of diodes in a simple circuit 15. Develop basic knowledge to tin a soldering gun or soldering iron

Mean 3.04 MC In general, the result of the respondents’ rating in the level of competency in terms of skills in electricity is shown in Table 8 was “moderately competent” with a mean of 3.11. There were six indicators in term of knowledge rated “high competent” and the highest was “Apply insulation into different joints and splices in taping wires” with the mean of 4.03, while the remaining nine indicators there were seven rated “moderately competent” and the two indicators rated “fairly competent” respectively, and the lowest among the two indicators was “Install all the materials with the used of electrical tools as labeled in electrical plan” with a mean of 1.95. All these indicators regarding the level of competency in terms of skills were presented for evaluation by the sixty-one Industrial Arts instructors. This indicates an improvement on the competency level of instructors in disseminating the actual tools and materials and installing electrical materials based from the labeled electrical plan and also the procedures on how to test the continuity of the different types of circuits by using resistance range of the tester. Table 8.Level of Competency in Electricity in Terms of Skills Indicators 1. Perform the ability to install basic steps in house wiring installations 2. apply the basic knowledge information about conserving electricity

Mean DER 3.87

HC

3.23

MC

195


3. apply insulator into different joints and splices in taping wires 4. Check the continuity of the different types of circuit by using resistance range of the tester. 5. Point out the flow of electron passing through along the conductor. 6. Demonstrate the basic method and procedure in building wiring installations 7. Install all the materials with the used of electrical tools as labeled in electrical plan. 8. Perform different task in electrical plan connections 9. Operates different control functions of the electric generator. 10. Draw and label electrical symbols in the electrical plan. 11. Classify the conductors from insulators 12. Classify the ferrous and non ferrous metal 13. Recognize and compute the values of capacitor by color code 14. Classify and familiarize with the different typ es of solid state diode 15. Classify and familiarize with the different typ es of solid state diode Mean

4.03

HC

1.89

FC

3.61

HC

3.52

HC

1.95

FC

3.59 3.87 2.59 3.85 2.49

HC HC FC HC FC

3.10

MC

2.54

FC

2.54

FC

3.11

MC

Table 9 shows the level of competency of the Training Module in Industrial Arts in terms of attitude was rated “moderately competent” with an aggregate mean of 3.06. The highest was “Eye protection such as a face shield, goggles, or safety glasses must be worn during activities: When operating or working near any power machine, when soldering or working with harmful chemicals and when using a hammer to shape or form metal,’’ with a mean of 3.38 and was followed by “Never take an electric shock on purpose, no matter how small it is. Everyone’s body is affected differently by electricity, and the effect can change from day to day” with a mean of 3.23. This indicates that the instructors have a high level of attitude of that area on safety protections. However, the lowest among indicators was “Always remove the plug from the wall outlet before working on any electrical equipment” with a mean of 2.62. This means that this task was not totally assured by the TLE i nstructors. Table 9.Level of Competency on Electricity in Terms of Attitude

Indicators 1. Eye protection such as a face shield, goggles, or safety glasses must be worn during activities: When operating or working near any power machine , when soldering or working with harmful chemicals and when using a hammer to shape or form metal

Mean

3.38

DER

MC

196


2. Never handle electrical equipment with wet hands or when standing on a wet or damp floor 3. Always remove the plug from the wall outlet before working or any electrical equipment

3.23

MC

2.62

MC

4. Always replace worn or damaged electrical cords

3.07

MC

5. Check your work before connecting it to a power source

3.23

MC

2.66

MC

3.23

MC

6. When you must make adjustments on equipment while it is connected to a source of power, work with one hand in your pocket or behind your back. This reduces the chance of receiving a shock 7. Never take an electric shock on purpose, no matter how small it is. Everyone’s body is affected differently by el ectricity, and the effect can change from day to day Mean

3.06

MC

Table 10 shows the level of competency in Electronics in terms of knowledge was rated “moderately competent” with a mean of 3.00 The highest indicators in terms of knowledge were rated “highly competent”, foremost was “Identify the different electronic parts and standard symbol” with a mean of 4.02. The remaining twelve indicators in terms of knowledge presented for evaluation were eight indicators rated “moderately competent” and the remaining four indicators rated “fairly competent”. The lowest among the four was “Knows method and procedures of drawing the foil layout on the printed circuit board” with a mean of 1.79. The fact that the method and procedures of drawing the foil layout on the PCB received the lowest rate, this area needs improvement on instructional materials. Since learning is facilitated by the use of visual age, the TLE instructor must be taught the latest technique for coming up with effective teaching.

Table 10.Level of Competency in Electronics in Terms of Knowledge Indicators 1.Identify the different electronic parts and standard symbols 2. Interpret accurately the electronic symbols used in the schematic diagram 3. Discuss the different ranges of VOM (Volt Ohm Meter) and scale reading in relation to range used 4. Discuss the different types of diode and their characteristics 5. Learn the most common types of transistors and analyze in detail the characteristics 6. Familiarized with the coding resistance value of a resistor in using the ohm meter

Mean

DER

4.02

HC

3.39

MC

1.97

FC

3.59

HC

3.11

MC

3.30

MC

197


7. Analyzed the capacitance value from their EIA 8. Develop skills in electronic kit, PCV component layout and good soldering 9. Knows method and procedures of drawing the foil l ayout on the printed circuit board 10. Determine the base of a transistor either at the center or right side lid 11. Identify the three defects of bipolar transistor 12. Determine the malfunctioning of transistors in the circuit 13. Determine the values of capacitors by its color code 14. Know and understand the various functions and uses of diodes in a simple circuit 15. Develop basic knowledge to tin a soldering gun or soldering iron Mean

3.26

MC

1.98

FC

1.79

PC

3.33

MC

3.36 1.98

MC FC

3.43

HC

3.38

MC

3.16 3.00

MC MC

Table 11 shows the result of the respondents’ rating in the level of competency on electronics in terms of skills. It revealed a “moderately competent” level of competency with a mean of 3.05. There were five indicators rated “highly competent” and the highest was “Estimates malfunctioning of transistors in the circuit by interpreting voltage reading” with a mean of 3.48, while the remaining ten indicators seven were rated “moderately competent”, and three indicatorswas rated “fairly competent”. The lowest among the three indicators was “To install electronic components into the PCB design based on schematic diagram” with a mean of 1.95. This indicates that some area are noted for improvement on the competency level particularly in converting electronic schematic design into PCB design and testing of alternating current from the convenient outlets and this indicates the need for more instructional facilities and devices in order to meet learning processes.

Table 11.Level of Competency in Electronics in Terms of Skills Indicators 1. To convert electronic schematic design into PCB design 2. To calibrate the VOM in different scale range. 3. To test the alternating current from the convenient outlet by using multi tester 4. To install diodes using different types of Familiarized with the different types of diode and their characteristics 5. To test the emitter, base and collector by using Ohmmeter.

Mean

DER

1.98

FC

3.33

MC

3.41

HC

2.51

FC

3.41

HC 198


6. To compute for the resistance of resistor and compare it to actual Ohmmeter reading. 7. To compute for the capacitance of bipolar capacitors.

3.44

HC

3.46

HC

8. To install electronic components into the PCB design based on 1.95 FC schematic diagram. 9. To traced with a piece on the copper side of the board 3.25 MC 10. Perform the forward and reverse tests by locating the based of a 3.39 MC transistors 11. To test and locate the defects of bipolar transistors 3.25 MC 12. Estimates malfunctioning of a transistors in the circuit by 3.48 HC interpreting voltage reading 13. Recognize and compute the values of capacitor by color code 2.51 FC 14. Classify and familiarize with the different typ es of solid state 3.16 MC diode 15. Apply good soldering technique of component layout in printed 3.25 MC circuit board Mean 3.05 MC Table 12 shows the level of competency of Industrial Arts instructors in terms of attitude in electronics. The results revealed a “moderately competent” level of competency with a mean of 3.27. The highest was “When you must make adjustments on equipment while it is connected to a source of power, work with one hand in your pocket or behind your back. This reduces the chance of receiving a shock, which has a mean of 3.43. “Radio and television repair work is dangerous because of the very high nd voltages that are stored in capacitors” was rated 2 highest with a mean of 3.36. This indicates that the instructors have a high level of compelling of that area on safety protections. The lowest among indicators was “Follow the proper disposal of waste materials. Keep the area clean and orderly” with a mean of 3.15.This indicates that the instructors had a least concern in following the proper disposal of waste material and in keeping the area clean and orderly.

Table 12.Level of Competency in Electronics in Terms of Attitude Indicators

Mean DER

1. Observe safety practices when working with power tools and equipments

3.34

MC

2. Observe proper care & maintenance of tools in Basic Electronics

3.21

MC

3.36

MC

3.30

MC

3. Radio and television repair work is d angerous because of the very high voltages that are stored in capacitors 4. Always replace worn or damaged electrical cords

199


5. Check your work before connecting it to a power source

3.15

MC

6. When you must make adjustments on equipment while it is connected to a source of power, work with one 3.43 HC hand in your pocket or behind your back. This reduces the chance of receiving a shock 7. Never take an electric shock on purpose, no matter how small it is. Everyone’s body is affected differently by el ectricity, and the effect 3.21 MC can change from day to day 8. Follow the proper disposal of waste materials. Keep the area clean 3.15 MC and orderly Mean 3.27 MC As shown in Table 13, the level of competency in drafting in terms of knowledge was “high competent” with the mean of 4.02 The highest among the indicators were “Explain the difference between drawing instrument and drawing equipment” with e mean of 4.26 and followed by “Explain the elements of guidelines and give their importance in lettering” with a mean of 4.21. This indicates that the instructors have high level of knowledge in the interpretation of a drawing instruments and equipments. However, the lowest was “Discuss the different lettering styles” with a mean of 2.92. This indicates that the instructors have the least knowledge in discussing the different lettering styles.

Table 13. Levelof Competency in Drafting in Terms of Knowledge Indicators

Mean

1. Explain the difference between drawing instrument and drawing equipment 2. Explain the uses and proper care of drafting tool, instrument and equipment 3. Explain the elements of guidelines and give their importance in lettering

DER

4.26

VHC

4.15

HC

4.21

VHC

4. Discuss the different lettering styles

2.92

MC

5. Discuss alphabet of lines and their uses

4.03

HC

6. Discuss the different types of measurement scale in sketching drawing plan

4.07

HC

7. Explain the procedure of making free hand drawing

3.90

HC

8. Discuss kinds of line in making a drawing plan 9. Discuss the procedures by using paint brush. 10. Explain the different shapes of geometric igures.

3.85 3.84 4.10 4.02

HC HC HC HC

Mean

200


Table 14 shows the level of competency of instructors in drafting in terms of skills was “highly competent” with a mean of 3.97. The highest among the indicators was “Classify and identify the drawing instruments used in a tracing drawing paper” with a mean of 4.30 and was followed by “Identify the common drafting tools and their uses” with a mean of 4.18. It means that the instructors have a very high level of skills in classifying and identifying drawing instrument and their uses. The lowest among the indicators was the “Draw appropriate measurements of the drawing plan, using Metric and English measurement scale” with a mean of 3.43. This means that the instructors have the least skill in terms of drawing appropriate measurements of the drawing plan using Metric and English measurement scale.

Table 14.Level of Competency in Drafting in Terms of Skills Indicators

Mean

DER

1. Classify and identify the drawing instruments used in a tracing drawing paper

4.30

VHC

2. Identify the common drafting tools and their uses

4.18

HC

3.Sketch the guidelines in observing the proper weight of line

4.15

HC

4. Perform the proper spacing and proportion of different lettering styles

3.90

HC

5. Practice to sketch and draw the alphabet of lines

3.92

HC

6. Draw appropriate measurements of the drawing plan, using 3.43 HC Metric and English measurement scale . 7. Draw a figure of car using freehand drawing 4.00 HC 8. Draw a visible boarder line of human structure 3.90 HC 9. Use paint brush in posters and streamers 4.02 FC 10. Draw and sketch a figure of a circle and ellipse 3.92 HC Mean 3.97 HC Table 15 shows the level of competency of Industrial Arts instructors in terms of attitude in drafting was “highly competent” with a mean of 3.93. The highest was “Adequate clearance around drafting tables must be kept according to fire and safety regulations” with a mean of 4.28 then followed by “Articles and materials must be stored in proper lockers. It may fall, causing injuries” with a mean of 4.23. This indicates that the instructors have a high level of attitude of that area on safety regulations. The lowest among indicators was “The blade of the paper cutter must be kept in the “down” position when the paper cutter is not in use” with a mean of 3.51. This indicates that they had a least attitude in keeping the proper handling position of tools, constant practice in the basic steps in handling tools properly.

201


Table 15.Level of Competency in Drafting in Terms of Attitude Indicators 1. Adequate clearance around drafting tables must be kept according to fire and safety regulations 2. Stools and chairs must be kept out of aisles and placed under tables and desks when not in use 3. Pencils, erasers, and other small articles should be picked up from the floor in order to prevent them from becoming the cause of a serious fall. 4. Chemicals must be kept away from the eyes, nose, nose and throat; and should be uses only in an area where adequate ventilation can be provided 5. Always keep hands and fingers clear of the paper-cutter blade

Mean

DER

4.28

VHC

3.69

HC

3.98

HC

4.16

HC

4.05

HC

6. The blade of the paper cutter must kept in the “down” position 3.51 HC when the paper cutter is not in use 7. Hands must be kept clear of the light tube and belt feeding 3.56 HC mechanism of Diazo white printer in order to avoid crushed fingers 8. Articles and materials must be stored in proper lockers. It may fall, 4.23 HC causing injuries Mean 3.93 HC Table 16 shows the level of competency instructors in handicraft in terms of knowledge was “highly competent” with a mean of 3.92 . The highest among the indicators were “Discuss the different classifications of tools in handicraft” with a mean of 4.20 and was followed by “Differentiate metric measurement from English measurement” with a mean of 4.34. This indicates that the i nstructors have high level of knowledgein handicraft. The lowest among the indicators was “Discuss the supplies and accessories needed in handicraft” with a mean of 3.84. This indicates that the instructors have a least level of compelling in discussing the supplies and accessories needed in handicraft.

Table 16.Level of Competency in Handicraft in Terms of Knowledge Indicators 1. Describe the factors that how handicraft helps to the economic growth of the country 2. Explain the aesthetic and financial value of learning the various skills in handicraft 3. Discuss the importance of correct and incorrect disposal of chemicals used in handicraft 4. Discuss the different classifications of tools in handicraft

Mean

DER

4.02

HC

3.97

HC

3.95

HC

4.20

HC 202


5. Discuss the importance of indigenous materials found in our locality 6. Discuss the supplies and accessories needed in handicraft 7. Differentiate metric measurement from English measurement 8. Discuss the different kinds of weaves in handicraft

3.98

HC

3.84 4.34 4.05

HC FC HC

Mean 3.92 HC Table 17 shows the level of competency in handicraft in terms of skills and was rated “highly competent” with a mean of 3.89 The highest among the indicators were “Operate and utilized properly the hand tools and power tools” with a mean of 4.13 and was followed by “Dispose properly the hazards when using chemicals’’ with a mean of 4.07 while the lowest was the “Construct the different kinds of weaves in fiver craft” with a mean of 3.30. It means that the instructors have a very high level of skills in the area about the way on how to utilize hand and power tools and in disposing properly the hazards when using chemicals. However, they have the least skill in constructing the different kinds of weaves in fiver craft; the instructors shall visit weaving processing areas that is available in our community to acquire weaving skills. Table 17.Level of Competency inn Handicraft in Terms of Skills Indicators 1. Improve and produced export quality handicraft products in relation to uplift the economic growth of the country 2. survey the sources of raw materials use in different products for handicraft

Mean DER 4.02

HC

3.56

HC

3. Disposed properly the hazards when using chemicals

4.07

HC

4.Operate and utilized properly the hand tools and power tools

4.13

HC

5.Collect the different indigenous materials used for the handicraft

3.93

HC

6. Classify the supplies and accessories needed in leather craft 4.03 HC 7. Compute and used the unit of measurements in every system 4.07 HC 8. Construct the different kinds of weaves in fiver craft 3.30 HC Mean 3.89 HC Table 18 shows the level of competency in handicraft terms of attitude was “highly competent” with a mean of 3.90. The highest was “Follow safety measures notice of warning” with a mean of 4.20 then followed by “Value the importance of having this material in the outcome of the product” with a mean of 4.13. This indicates that the instructors have a high level of attitude of that area on safety measures. However, the lowest among indicators was “Avoid wearing loose clothing when working. Sleeves should be fit and skirts tucked in as much as possible. Remove ties, watches, rings, necklaces, and other jewelry” with a mean of 3.07, this indicates that 203


they had a least attitude in wearing loose clothing when working and removing ties, watches, rings, necklaces, and other jewelry and in wearing proper attire in every area of workplace to prevent from any hazard injuries or accident.

Table 18.Level of Competency of in Handicraft in Terms of Attitude Indicators

Mean DER

1. Avoid wearing loose clothing when working. Sleeves should be f it and skirts tucked in as much as possible. Remove ties, watches, rings, necklaces, and other jewelry 2. Follow safety measures notice of warning 3. Keep fingers away from edges of sharp cutting tools 4. Value the importance of having this material in the outcome of the product. 5. Consult your immediate chief or supervisor in case of doubt regarding the use of chemicals and other supplies 6. Store raw materials in a safe storeroom away from possible fire 7. Read and follow instructions before using high powered equipment Mean

3.07

MC

4.20

HC

4.02

HC

4.13

HC

4.08

HC

3.92

HC

3.89

HC

3.90

HC

Summary of level of competency along knowledge, skills &attitude The level of competency along the five areas in Industrial Arts is shown in Table 19. Drafting revealed the highest mean rating of 3.97, thus, the knowledge, skills and attitudes can be categorized as ‘’highly competent’’ this means that competency development clearly meets the requirements. Most Instructors were competent in woodworking with a mean of 3.95 as a result of their knowledge, skills and attitudes can be categorized as ‘’highly competent.’’ Likewise, the knowledge, skills andattitudes of Instructors in handicraft can be categorized as ‘’highly competent’’ with a mean of 3 .60. The level of competency in electricity and electronics were “moderately competent” with a mean score of 3.07 and 3.11 respectively. Their knowledge, skills and attitudes were categorized as “moderately competent” who means that the development of the level of competency is in the middle of the requirement. This shows that the respondents were “moderately competent” in electronics and electricity. Table 19.Level of Competency along five areas in Industrial Arts Five areas of industrial arts Woodworking Mean Knowledge 3.85 Skills 4.03 Attitudes 3.97 Mean 3.95 Electricity Mean

Descriptive Rating HC HC HC HC Descriptive Rating 204


Knowledge Skills Attitudes

Mean Electronics Knowledge Skills Attitudes

Mean Drafting Knowledge Skills Attitudes

Mean Handicraft Knowledge Skills Attitudes

Mean Total

Mean

Legend: VHC – Very Highly Competent HC – Highly Competent MC – Moderately, Competent, FC – Slightly Competent, PC – Poorly Competent

3.04 3.11 3.06 3.07 Mean 3.00 3.05 3.27 3.11 Mean 4.02 3.97 3.93 3.97 Mean 3.92 3.89 3.90 3.90

3.60

MC MC MC MC Descriptive Rating MC MC MC MC Descriptive Rating HC HC HC HC Descriptive Rating HC HC HC HC

HC

,

Capabilities and Constraints Generally, most indicators in the five areas in industrial arts with a mean average of 3.39 below hadmean ratings above 3.50. All indicators below a rating of 3.50 were considered constraints and all the rest were capabilities as shown in Table 20. The capabilities reflect the high implementation of competency of instructors in Industrial Arts, while the constraints weaken the competency level of instructors in Industrial Arts.

Table 20.Capabilities and Constraints of TLE instructors in Industrial Arts Areas Capabilities Constraints (Mean) (Mean) 1. Woodworking 3.95 a. classifications and uses of each 2.90 material in woodworking b. procedures in preparing a project plan 3.39 205


2. Electricity a. The Electron Theory b. Identifying Sources of Electricity c. Splices and Joints d. Kinds of Circuits, Ohm’s and Power Law e. Capacitors 3. Electronics a. Electronic Parts and Standard Symbols b. Interpretation of Symbols c. Basic Test Instrument d. Light-Emitting Diode e. Transistors f. Resistors g. Capacitors h. Soldering 4. Drafting a. Lettering Styles 5. Handicraft a. Construct the Different kinds of Weaves in Fiber Craft b. Safety Practices when Working in the Shop

3.07 3.16 3.23 3.21 1.95 2.85

3.11 1.79 3.39 3.33 3.38 3.33 3.30 3.26 1.98 3.97 2.92

3.90 3.30 3.07

Development of the Training Module According to Shipley (1968) as cited by Perez (2000), the selection of teaching aids should be made on the basis of the unique contribution each can make in the teaching-learning process. The following suggestions may serve as guidelines for selection. However, the most satisfactory evaluation of a teaching aid is its ready availability. 1. Determine the contribution that the device will make to your instructional program in relation to the specific purpose and content of what is being taught. 2. Study information from all available sources on how to use the device efficiently and effectively. 3. Plan on how to integrate the use of the device with the learning experiences of your students. 4. Arrange both for facilities conducive to learning with the device and for scheduling so that the greatest number of students will benefit. 5. Evaluate its contribution after a fair trial and then modify your use of it in whatever way this may improve instruction. De Castro (2005) stated that in the design of instructional materials, some important points need to be considered. Some of these are to provide pleasure and

206


sense of achievement, to provide progression in difficulty, to relate contents to other subject areas and to provide worthwhile follow up exercises. The parts of the training module in Industrial Arts as suggested by the expert evaluator were: (1) PREVIEW– This includes the discussion of the description of he training module as to its nature target users and also the brief topics included; (2) TABLE OF CONTENTS – Includes the parts of the training module and the corresponding pages where they are located; (3) INTRODUCTION – Gives the purpose of the training module and the subdivisions of the activities as to electricity and electronics; (4) HOW TO USE THE TRAINING MODULE – Discusses the procedures and guidelines on how the training module will be used by the students; and (5) BIBLIOGRAPHY – The reference materials used by the researcher in constructing the training module. Therefore the researcher decided to develop training module in industrial arts to uplift the teaching competency of instructors in five areas in industrial arts.The training module in Industrial Arts was developed through the assessment of five areas in Industrial Arts. The five areas were Woodworking, Electricity, Electronics, Drafting and Handicraft. The Level of Validity of Training Module in Industrial Arts The 4.1 problem asked about the level of v alidity as to its content, face, and level of functionality and acceptability of the training module The validity as to content and face and the level of functionality and acceptability of the developed training Module were evaluated by seven (7) expert evaluators in the field of five areas in Industrial Arts. The validity and reliability of the content of any learning module together with the test materials assures students that the information they get from any subject matter they want to know are true and correct. At this point, there must be a provision to evaluate any learning materials (Bambao, 2003) Content Validity Using the five criterion summarized in Table 21, the level of content validity of the Training Module was determined. Table 21 showed that content validity is very high with a weighted mean of 4.22, the grand mean of the content validity of the Training Module in Industrial Arts is 4.22 which mean that the module is ‘’ very high validity'’. As reflected, the first, second and fifth criterion has an average of rating of 4.28 (very high validity). This indicates that activities included in the training module are appropriate to the topics in the five areas in industrial arts. A mean of 4.14(high validity) for criterion 3 and 4 implies that the learning areas are arranged according to the sequence of topics in five areas in Industrial Arts. Lastly, with a grand mean of 4.22 (very high validity) the training module meets the purpose of each construction to provide application based activity in the different principles and laws in five areas in Industrial Arts. The result of content validation of the training module supports Fraenkel and Wallen (2006)that the content must be consistent with the definition of the variable and the sample of subjects to be measured. That is, content validation, is partly a matter of determining the content adequacy of the instrument as it is supposed to represent.

207


Table 21.Level of Content Validity Indicators 1. The instructors training module contains enough activity tasks for the whole topics in five areas I industrial arts. 2. Learning activities included are appropriate to the topics in five areas in industrial arts. 3. Learning activities are arranged according to the sequence of topics in five areas in industrial arts. 4. The content of each topic is comprehensively and appropriately suitable for the level of instructors in Industrial Arts 5. The training module meets the purpose of its construction to provide application based activity in the different principles and laws in five areas in industrial arts.

Grand Mean

Mean 4.28

Level of Content Validity Very High Validity

4.28

Very High Validity

4.14

High Validity

4.14

High Validity

4.28

Very High Validity

4.22

Very High Validity

Level of Face Validity Table 22 shows the level of face validity of the training module. The level of face validity of the Training Module in Industrial Arts was described “very high validity” with a grand mean of 4.36. This denotes that in general, the format of the Training Module is appropriate. The different criteria as to (a) printing, (b) proper spacing, (c) technicality of language, (d) correct grammar of the sentences and the arrangement of the different components of the activities have all “high validity” descriptive equivalent; thus, there is no need for an improvement of the format. The result of the content and face validation of the Training Module conforms to the result of Dolores (2000), and Eslava (2004). Table22.Level of Face Validity of the Training Module in Industrial Arts 208


Indicator

Mean

1. The training module is neatly and clearly printed. 2. Proper spacing of text is observed which enables the instructor to understand every word. 3. Language used is appropriate in terms of its vocabulary, and technicality. 4. Sentences are grammatically correct. 5. The arrangement of components of each activity provides clearer understanding on the procedure to be done in the part of the instructors. Grand Mean

Level of Face Validity

4.43

Very High Validity

4.57

Very High Validity

4.29

Very High Validity

4.14

High Validity

4.00

High Validity

4.29

Very High Validity

Table 23 showed a rating of 4.21 which means it is very highly functional. This implies that the training module meets the suitability of activity for its purpose as indicated by the following characteristics (1) plain, (2) functional that is capable of being put to use, (3) appropriateness, (4) sensible or realistic, (5) likely to be effective, and (6) suitable for everyday use.(Microsoft Encarta 2008)

Table 23.Level of Functionality of the Training Module in Industrial Arts Indicator 1. The Learning module addresses the needed knowledge and skills ofinstructors. 2. The activities enables instructors to use critical thinking 3. The activities provide opportunities for the instructors tobe involve actively 4. The activities are interesting and challenging 5. The activities can be performed by theinstructors without supervision 6. The activities are presented in proper outline based on the syllabus

Mean

Equivalent

4.43

Very Highly Functional

4.14

Highly Functional

4.14


4.43


4.00


4.14

Highly Functional

209


Grand Mean

4.21


Table 24 shows the level of acceptability of the training module in Industrial Arts which showed a rating of 4.22 which means it was very highly acceptable. The assessment of the respondents yielded an average weighted mean rating of 4.22, described high acceptability. From the comments and reaction of the respondents could be deduced that the training module is highly acceptable in terms of its format and design. This very high acceptability further establishes the feasibility of designing, and developing and validating the training module. This research therefore corroborates previous developmental researches like, the design, development evaluation of a prototype sheet metal engraving and forming machine of Palabay (2004).

Table 24.Level of Acceptability of the Training Module in Industrial Arts Indicator

Mean

Level of Acceptability

1 The training module addresses the needed knowledge and skills of instructors in five areas of Industrial Arts 2 The activities enables instructors to use critical thinking 3. The activities provide opportunities for the instructors to participate actively 4. The activities are interesting and 5. The activities can be performed by the with their own capabilities 6. The activities are presented in proper outline based on the lesson areas 7. The language used is clear, familiar, concrete and within the reading ability of the Industrial Arts instructors 8. The questions and problems part of each activity provides positive motivating models 9. New concepts are explicitly linked to the instructors prior knowledge or their experiences

4.28

High Acceptability

Grand Mean

4.14

High Acceptability

4.14

High Acceptability

4.28

High Acceptability

4.14 4.28

High Acceptability High Acceptability

4.28

Very High Acceptability

4.14

High Acceptability

4.28

High Acceptability

4.22

VeryHigh Acceptability

Summary on Level of Validity The summary of the level of validity of the Training Module is shown in Table 25.

210


As reflected from the table, the training module is highly valid as to its content; for that reason the hypothesis stating that the module is “moderately valid”, therefore rejected. Likewise, the result of the level of face validity is very high valid; thus the hypothesis asserting that the module is moderately valid, therefore rejected. Also as shown in the table, the training module ishighly functional and acceptable.

Table 25.Level of Validity of the Training Module in Industrial Arts Level of Validity Content Validity Face Validity Functionality Acceptability

Grand mean

Mean

Equivalent

4.22 4.29 4.21 4.22

Very High Validity Very High Validity Very High Validity Very High Validity

4.24

Very High Validity

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary This dissertation entitled, “Training Module in Industrial Arts for Instructors” utilized the descriptive research. The sets of questionnaires were the main instruments used to gather data. From the results of the study, a training module in industrial arts for instructors was developed for industrial arts faculty of State Colleges and Universities in Region I to further improve their teaching competency. Specifically, this research sought to determine; (1) the profile of the Industrial Arts instructors in State Colleges and Universities in Region I in terms of: (a) age, (b) gender, (c) academic rank, (d) educational attainment, (e) length of service, and (f) trainings attended. (2) the level of competencies along five areas i n industrial arts along: (a) knowledge, (b)skills, and (c) attitudes (3) the level of validity of the training module in terms of (a) content (b) face (c) functionality (d) acceptability. The respondents of this study were composed of 61 instructors teachingfive areas in industrial arts in state colleges and universities in Region I. Frequency counts, percentages and mean values were used for the statistical computation of the gathered data.

211


Data were gathered, analyzed and interpreted and arrived of the following findings: The instructors in the five areas in industrial arts were dominated by males between ages 41 and 50 years old. Majority occupy instructor I position, who are holding Bachelor degree with average 1 to 10 years teaching experience. Likewise most of them have attended trainings and seminars/workshop in different levels related to their respective area and with varied skills. Generally, the level of competency of the instructor respondents in five areas in industrial arts revealed a “high competent”remark. Generally, the five areas in Industrial Arts except Electricity with a mean average of (3.07) and Electronics (3.11) had mean ratings above 3.40. Therefore, only two indicators were considered constraints and all the rest were capabilities. The capabilities reflect the high implementation of competency level of Industrial Arts instructors, while the constraints weaken the competency level of TLE instructors. The developed training module in industrial arts for instructors as well as the questionnaires were’’ very much valid’’ as to content and face v alidity.

Conclusions In light of the findings of the study, the following conclusions were made: 1. The respondents were professionals whose expertise derive or honed through constant practice which is usually associated with age, experience or length of service. 2. The level of competency of instructors in the five areas of Woodworking, Electricity, Electronics, Drafting and Handicraft based on the gathered data from the questionnaires were with in the high competency. TLE instructors in the State Universities and Colleges in Region 1 are very knowledgeable, experienced and are experts in their areas of specializations. They possess good values and attitude as professionals. However, questionnaires revealed some constraints to be developed for further improvement. 3. The capabilities reflect the experienced competencies to a high level of effective teaching. The constraints of teacher’s competency in the use of tools and equipments and needs of learners as a laboratory for learning weaken the effectiveness of instructors in the teaching-learning process. 4. The training module and the questionnaires meet the purpose of their construction. The training module can be used by Industrial Arts instructors, researchers and school managers.

Recommendations Basedfrom the findings and conclusions of this study, the offers the following recommendations were formulated: 1.The Industrial Arts instructors should teach their field of specialization and should be encouraged and motivated to pursue higher level of education in order to upgrade their knowledge and skills, sustain their experienced or satisfactory 212


competency and for their personal and professional development towards higher positions. 2. The competency level of Industrial Arts instructors of State Universities and Colleges in Region I was in the level of high competency and could still be much improved with the provision of more facilities and the improvement of the qualifications of Industrial Arts instructor in order to meet the needs of the students and attain quality and excellence in teaching. The high competency level of Industrial Arts instructors should be sustained by upgrading instructors’ capabilities to handle Industrial Arts learning areas through higher level in-service conferences/seminars. The high competency level of Industrial Arts instructors in industrial arts should be sustained by reducing/minimizing the constraints. 3. On Capabilities and Constraints, the developed Training Module in Industrial Arts is an additional instructional to enhance the learning of instructors and students. A test of effectiveness of the training module is highly encouraged and a similar training module could be developed for other areas i n Industrial Arts. In relation to students, the TLE curriculum, specifically its five areas of Industrial Arts namely: Woodworking, Electricity, Electronics, Drafting and Handicraft, must be presented to the students as a potential income-generating source. Earning money, in the final analysis, is the main objective of education. Given more emphasis, there should be an effort to set mutual goals and objectives, and even the content of the TLE curriculum, among the instructors on one hand, and the students, on the other, in consultation with the community/linkages, to ensure that the needs and interests of the students and also the needs of the community, are being considered in the TLE curriculum. Or at least, they should be motivated to appreciate and apply the knowledge and skills that they have learned. 4. Among the important factors to teaching competency in Industrial Arts, special concern should be given to the provision of adequate tools and equipment. This is because of the strong hands-on character of the Industrial Arts content and skills areas that could be best learned by actual performance but which are being constrained by the lack of facilities and tools and equipment. 5. Finally, other researchers may also tackle the interesting field of Industrial Arts instruction, at the secondary and tertiary levels, and also consider other important variables.

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Best, John W.Research in Education. 4 Edition, New Jersey: Practice Hall, Inc. 1981. Calmorin, Laurentina M. and Melchor A. Calmorin.Research Methods and Thesis nd Writing, 2 Ed. Manila: Rex Book Store, Inc., 2007. Camarao, Fedeserio C. Technology Education in the Philippines.Manila, National Bookstore. 2003. Fosnot, Catherine. Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.,1996. FraenkelKack and R. and Norman E. Wallen.How to Design and Evaluate Research in th Education, 6 Ed. New York: McGraw Hill Book Company, Inc., 2006. Hubert, N, Moeller, S. Reading in the Age of Multimedia. Electronic Learning, Vol. 16, No.6,. 54.1997. nd

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Adrian D. 2006. “The Mathematics Proficiency Test for Secondary Freshmen.”Thesis.Don Mariano Marcos Memorial State University, San Fernando City, La Union.

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